Luận văn intercultural competence of elf teachers at university of economic and technical industries when teaching the course book new headway pre intermediate third edition

ABSTRACT This study examines the inlerculural competence of ELF teachers al University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection o

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

Yen IEEE ÂN HT tr NHH

LƯƠNG THỊ THAXH THẢO

INTERCULTURAL COMPETENCE OF EFL ‘TEACHERS AT UNIVERSITY OF ECQNOMIC AND TECIINICAL INDUSTRIES WITEN

TEACHING THE COURSE BOOK “ NEW HEADWAY, PRE-

INTERMEDIATE, THIRD EDLTION”

Năng lực liên văn hóa của giáo viên Tiếng Anh Trường Đại học

Kinh Tế Kỹ Thuật Công Nghiệp trong việc giảng day giản trình

“ New Headway, Pre-intermediate, Third edition”

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

HANOI - 2016

VIETNAM NATIONAT UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

LƯƠNG TIIỊ TIAXH THẢO

INTERCULTURAL COMPETENCE OF EFL TEACHERS AT UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES WHEN

TEACHING THE COURSE BOOK “ NEW HEADWAY, PRE-

INTERMEDIATE, THIRD EDITION”

Năng lực liên văn hóa của giáo viên Tiếng Anh Trường Dai hoc

Kinh Tế Kỹ Thuật Công Nghiệp trong việc giảng dạy ido trình

“ New Headway, Pre-intermediate, Third edition”

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Cade: 60140111

Supervisor: Prof Nguyen Quang

HANOT - 2016

DECLARATION

I, Luong Thi Thanh Thảo, hereby certify that the thesis “Intercultural

Competence of EFL teachers at University of Economic and Technical Industries whenteaching the course book “New Headway, Pre-intermediate, Third Edition”

” Gs submitted for the paral fulfillment of the Degree of Master of Arts al the

Faculty of Post Graduate Studics — University of Languages and International

Studies Vietnam National University, Llanoi | also declare that this thesis is result

of my own research and efforts and that it has not been submitted for any other

ABSTRACT

This study examines the inlerculural competence of ELF teachers al

University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching This

study adopls a mixed methods research design Quanlilalive data are collected

through a survey questionnaire from seventeen IDL teachers at University of

Economic and Technical Industries Among them, four teachers participate in the

follow-up interviews The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural

perspective loward culture teaching They are aware of the importance of

intercultural competence in teaching however they have not applied frequently in teaching practice yet Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could

be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing

their teaching objectives; when they perceived the teaching of the ICC: or when

they were using activities in their classrooms Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter,

despite their realization of the importance of it to their students and their openness

to other cullures

in

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

Intereultural communicative competence

Intercultural Language Teaching and Leaming in Practice

Standard Deviation

University of Economie and Technical Industries

Intereultural communicative competence

Intercultural Language Teaching and Leaming in Practice

Standard Deviation

University of Economie and Technical Industries

ACKNOWLEDGEMENTS

Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof Assoc Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed

Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of

Post Graduate Studies — University of Languages and International Studies —

Vietnam National University, Hanoi for thew valuable and mleresting lectures and assistance during my study at the university

Many thanks would go 1o all the teachers of English al University of Economic

and Technical Industries whose active participation and cooperation helped me to fulfill this study

Last but not least, T send my special thanks to my family and my friends who

provided abundant assistance and encouragement while this work was in progress.

ABSTRACT

This study examines the inlerculural competence of ELF teachers al

University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching This

study adopls a mixed methods research design Quanlilalive data are collected

through a survey questionnaire from seventeen IDL teachers at University of

Economic and Technical Industries Among them, four teachers participate in the

follow-up interviews The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural

perspective loward culture teaching They are aware of the importance of

intercultural competence in teaching however they have not applied frequently in teaching practice yet Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could

be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing

their teaching objectives; when they perceived the teaching of the ICC: or when

they were using activities in their classrooms Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter,

despite their realization of the importance of it to their students and their openness

to other cullures

in

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

ACKNOWLEDGEMENTS

Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof Assoc Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed

Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of

Post Graduate Studies — University of Languages and International Studies —

Vietnam National University, Hanoi for thew valuable and mleresting lectures and assistance during my study at the university

Many thanks would go 1o all the teachers of English al University of Economic

and Technical Industries whose active participation and cooperation helped me to fulfill this study

Last but not least, T send my special thanks to my family and my friends who

provided abundant assistance and encouragement while this work was in progress.

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

ACKNOWLEDGEMENTS

Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof Assoc Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed

Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of

Post Graduate Studies — University of Languages and International Studies —

Vietnam National University, Hanoi for thew valuable and mleresting lectures and assistance during my study at the university

Many thanks would go 1o all the teachers of English al University of Economic

and Technical Industries whose active participation and cooperation helped me to fulfill this study

Last but not least, T send my special thanks to my family and my friends who

provided abundant assistance and encouragement while this work was in progress.

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

Intereultural communicative competence

Intercultural Language Teaching and Leaming in Practice

Standard Deviation

University of Economie and Technical Industries

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

ABSTRACT

This study examines the inlerculural competence of ELF teachers al

University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching This

study adopls a mixed methods research design Quanlilalive data are collected

through a survey questionnaire from seventeen IDL teachers at University of

Economic and Technical Industries Among them, four teachers participate in the

follow-up interviews The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural

perspective loward culture teaching They are aware of the importance of

intercultural competence in teaching however they have not applied frequently in teaching practice yet Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could

be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing

their teaching objectives; when they perceived the teaching of the ICC: or when

they were using activities in their classrooms Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter,

despite their realization of the importance of it to their students and their openness

to other cullures

in

Intereultural communicative competence

Intercultural Language Teaching and Leaming in Practice

Standard Deviation

University of Economie and Technical Industries

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

1 Rationale of the study

2 Aims and objectives of the study

2.1 Aims of the study

2.2 Objectives of the study

3 Scope of the study

4 Significance of the study

Chapter 1: LITERATURE REVIEW

1.2 Intercultural competenee 1c c2

1.3 Byram’s perception of intercultural competence - - 10

1.4, Review of related studies

Chapter 3: FINDINGS AND DISCUSSION

3.1 From quantitative data

3.2.3 How teachers perceive the teaching of intercultural competence in their

GÌ48STOOINS Út THỦ HH HH rượu thue TỔ,

3.24 Teacher's intercultural competence reflected in their self-report

ABSTRACT

This study examines the inlerculural competence of ELF teachers al

University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching This

study adopls a mixed methods research design Quanlilalive data are collected

through a survey questionnaire from seventeen IDL teachers at University of

Economic and Technical Industries Among them, four teachers participate in the

follow-up interviews The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural

perspective loward culture teaching They are aware of the importance of

intercultural competence in teaching however they have not applied frequently in teaching practice yet Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could

be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing

their teaching objectives; when they perceived the teaching of the ICC: or when

they were using activities in their classrooms Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter,

despite their realization of the importance of it to their students and their openness

to other cullures

in

LIST OF TABLES

Table 3.3: Teachers’ beliels about cullural teaching objectives: 22

Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23

Table 3.5: Responses about having the chance to Create a 24

Multicultural Environment in the Language Classroom

Table 3.6: Frequency of applying interculcural competence teaching 26

Table 3.?7: Means for items showing a positive attitude ta teaching 29