In pursuit of an intercultural dimension in EFL-teaching

exploring cognitions among Finland-Swedish comprehensive school teachers
  • 167 Pages
  • 1.81 MB
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by
Åbo Akademi University Press , Åbo
English language -- Study and teaching -- Finland., English language -- Study and teaching -- Sw
StatementEva Larzén.
The Physical Object
Pagination167 p. :
ID Numbers
Open LibraryOL21273756M
ISBN 109517652909

In pursuit of an intercultural dimension in EFL-teaching: exploring cognitions among Finland-Swedish comprehensive school teachers Larzén, Eva ()Cited by: Get this from a library. In pursuit of an intercultural dimension in EFL-teaching: exploring cognitions among Finland-Swedish comprehensive school teachers.

[Eva Larzén]. Abstract. This thesis is about the educational purpose of foreign language teaching (FLT) in an increasingly internationalised past years have witnessed a fundamental rethinking of the aims of FLT, entailing a shift in emphasis from linguistic competence over communicative competence to intercultural : Eva Larzén.

The overall aim of this study is to deepen our knowledge about the attitudes of teachers at the upper level of the Finland-Swedish comprehensive school towards the treatment of culture in English foreign language (EFL) teaching. More specifically, the questions are how teachers interpret the concept "culture" in English foreign language teaching, how the cultural objectives are specified and Cited by: The Intercultural Dimension in EFL-Teaching: A Study of Conceptions Among Finland-Swedish Comprehensive School Teachers October Scandinavian Journal of.

The Intercultural Approach to EFL Teaching and Learning— nowadays, it is a widely known fact that teaching and learning a foreign lan-guage cannot be reduced to the direct teaching of linguistic skills like pho-nology, morphology, vocabulary, and syntax. The contemporary models of communicative competence show that.

In pursuit of an intercultural dimension in EFL-teaching: exploring cognitions among Finland-Swedish comprehensive school teachers / Eva Larzén. – Åbo: Åbo Akademi University Press, Diss.: Åbo Akademi University.

ISBN ISBN ISBN (digital) Åbo Akademi University Printing House Åbo The intercultural component in an EFL course-book package Mediating Languages and Cultures: the Social and Intercultural Dimension Restored.

In Buttjes, D. – Byram, M. (Eds.), Mediating Evaluating and Selecting EFL Teaching Materials. Oxford: Heinemann International.

Tsai (). Promoting the cultural dimension in EFL teaching: A turning point from English Education in Taiwan. In Wen-Chuan Lin & Michael Byram (ed.), New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives (pp).

Tung Hua Book Co., Ltd. Wu, K. fifth dimension in the language classroom. Reading, MA: Addison-Wesley Publishing Company. Damen was the first to present and conceptualize culture teaching and learning as a sub-field of intercultural communication. The book was comprehensive and practically oriented, and – like the field of intercultural.

Larzén-Östermark, E. () The intercultural dimension in EFL-teaching: a study of conceptions among Finland-Swedish comprehensive school teachers, Scandinavian foumal of Educational Research, 52(5), – Google Scholar.

THE INTERCULTURAL APPROACH TO EFL TEACHING I. Garus The article highlights various aspects of intercultural competence as one of the major objectives in the language teaching at universities. It explores the notion of culture in the context of language teaching. Key words: communicative competence, interactionof.

been both a cultural and an intercultural dimension to language teaching and learning (see Kramsch, ). In the 21st Century, however, this dimension has come to the fore of the language teaching profession, in both theory and praxis, due to globalization, mass migration, and advances in telecommunications and internet communication technologies.

K. Göbel, K. NeuberHigh inference ratings of intercultural EFL teaching. Rating dimensions and descriptiv results from the project "Intercultural teaching and learning processes in EFL teaching in grade 9 (DFG-Go /) [Hochinferente Beurteilung von interkulturellem Englischunterricht.

integrate an intercultural dimension into teaching and learning across the disciplines. • This will involve discussing intercultural terminology. • I will argue that all of our teaching and learning settings, within specific disciplines or in interdisciplinary programs, at home or abroad, inside or outside of the classroom, can.

In addition to the aforementioned models of intercultural competence, scholars stress the importance of self-awareness and internal transformation in the pursuit of intercultural competence (Furstenberg, a; Green, ; Kramsch, ).

For example, when Deardorff () set out to solicit definitions. practices such as The Sociocultural and Intercultural Dimension of Language Learning and Teaching, both published in Developing the Intercultural Dimension in Language Teaching has been produced in a format which makes the issues accessible and.

In pursuit of an intercultural dimension in EFL-teaching: Exploring cognitions among Finland-Swedish comprehensive school teachers. Abo: Abo Akademi University. Choi, Yuri. Cognition of Korean-English Secondary School Teachers about Intercultural Dimension in EFL teaching. Master’s Thesis in Education.

University of Jyväskylä.

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Department of Education. The importance of intercultural competence in education has been recognized in order to promote students’ tolerance and empathy towards others in the globalized world. Intercultural communication is an important aspect in EFL classrooms since EFL classrooms are one of the learners’ environments to learn the culture and intercultural communication.

The researcher employed the quantitative research with survey design. This study investigated the place of culture and intercultural communication in Torajan EFL classrooms and Torajan students’ perceptions on.

This article reports on the findings of a materials analysis of China-published English as a Foreign Language (EFL) coursebooks dedicated to instruction in Intercultural Communicative Competence (ICC). Starting from an acknowledgement of the reality that EFL teachers tend not to be specifically trained in the area of Intercultural Communication, the article argues that, due to this reality.

Ideology, Agency, and Intercultural Communicative Competence: A Stratified Look into EFL Education in Japan Jeremie Bouchard (auth.) Associated with an important epistemological shift from language proficiency to language criticality in applied linguistic research, this book provides a sociological perspective on foreign language education in.

and different from one another.

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To bridge the intercultural communication gaps, several personal characteristics are helpful: patience, a sense of humor, and an open mind toward different points of view. Some aspects of intercultural communication are simple and well understood.

Others are somewhat embarrassing, complicated, and mysterious. The intercultural dimension in EFL-teaching: A study of conceptions among Finland-Swedish comprehensive school teachers. [Electronic version]. Scandinavian Journal of Educational Research. 52(5), The book addresses the affordances of intercultural work and identifies the power asymmetries that may arise as a result of different language skills.

Chlopek, Z. “The Intercultural Approach to EFL Teaching and Learning.” English Teaching Forum 4 (): 10– E-mail Citation». Cultural assimilation and intercultural awareness has been an important hub of modern language and communication studies, underlining a shift that reflects a greater significance of the inseparability of language and culture, and the need to prepare students for effective intercultural communication to thrive in a global work environment.

This edited volume explores the educational significance of intercultural experience. It offers a broader conception of interculturality than commonly found in the area of foreign language teaching.

Contributors represent a diverse range of academic and professional interests. The aim of the book is to encourage dialogue and interchange across this range, and beyond, to stimulate thinking.

in English, EFL teaching in Saudi context as well as in many other countries still lacks the inclusion of intercultural issues. Consequently, the EFL learners, in general, commit cultural faux pas while communicating with people of other cultures. It can cause cultural conflicts resulting in misunderstandings or misconceptions, let alone bridge a.

Abstract. This chapter discusses the role of cultural awareness in foreign language teaching and learning. It traces the historical development from culture being regarded as an additional dimension of the language taught to being seen as an integral part of it.

in teaching-learning English linking culture with language in pursuit of excellence in borderless effective communication. To this end, the it is important to incorporate intercultural aspect in EFL teaching to develop learners‟ awareness of intercultural dimension is seen to play a critical role in successful.

The purpose of this study is to demonstrate the importance of intercultural negotiation, and the reasons hereof. Equally so, it is to explain the differences between two closely linked concepts, namely international negotiations and intercultural negotiations.

An account of Bülow and Kumar’s () objections about the relevance of national culture is presented, and finally, the concepts of.When choosing to address learning goals within an eLearning environment, authors and educators need to become aware of hidden dimensions in their pedagogical activity.

Cultural embeddedness applies to learning theories as much as teaching models. Reflecting on these dimensions and taking them into account in designing learning environments should result in facilitated intercultural learning.The Intercultural Dimension.

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