Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n16579
M. Aremu
This paper examines the use of Use of Computer –Mediated Language Learning in Oral English Pedagogy in Oyo State, Nigeria through the theoretical foci of Herring’s (2011) Computer- mediated Language Teaching and Nelson’s (2011) Intelligibility in ESL in World Englishes. Questionnaires were administered among 300 students and 30 teachers from 15 purposively sampled secondary schools from 5 geo-political zones of Oyo State. Respondents were gathered through stratified-random sampling technique. Method of data analysis was through simple percentage statistical tool. The findings revealed that there was scarcity of digital gadgets to teach Oral English in Oyo State secondary schools, pedagogy of Oral English is done through improvisation in Oyo State, the pedagogy of the English language in Oyo State schools occurs in an unconducive environment, and the use of digital tools in teaching oral and other aspects of English is bedeviled by epileptic power supply. It was recommended that government, philanthropist and non-governmental organizations should team up to equip Oyo State secondary schools with automated gadgets to teach Oral English in Oyo State secondary schools so as not only to make learners speak English that is mutually acceptable among Nigerians and internationally intelligible, but also to develop learners’ performance in English in external examinations.
{"title":"A Study of the Use of Computer –Mediated Language Learning on Oral English Pedagogy in Oyo State, Nigeria","authors":"M. Aremu","doi":"10.37745/ijelt.13/vol12n16579","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol12n16579","url":null,"abstract":"This paper examines the use of Use of Computer –Mediated Language Learning in Oral English Pedagogy in Oyo State, Nigeria through the theoretical foci of Herring’s (2011) Computer- mediated Language Teaching and Nelson’s (2011) Intelligibility in ESL in World Englishes. Questionnaires were administered among 300 students and 30 teachers from 15 purposively sampled secondary schools from 5 geo-political zones of Oyo State. Respondents were gathered through stratified-random sampling technique. Method of data analysis was through simple percentage statistical tool. The findings revealed that there was scarcity of digital gadgets to teach Oral English in Oyo State secondary schools, pedagogy of Oral English is done through improvisation in Oyo State, the pedagogy of the English language in Oyo State schools occurs in an unconducive environment, and the use of digital tools in teaching oral and other aspects of English is bedeviled by epileptic power supply. It was recommended that government, philanthropist and non-governmental organizations should team up to equip Oyo State secondary schools with automated gadgets to teach Oral English in Oyo State secondary schools so as not only to make learners speak English that is mutually acceptable among Nigerians and internationally intelligible, but also to develop learners’ performance in English in external examinations.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n1103119
Alexandra Gkomptzia
This paper comprises two merged assignments that reflect upon teaching practices and methods regarding the skills of listening and speaking. In the first comprehensive analysis, the focus is on a listening input designed for young learners in a language education context. The assignment focuses on the listening skill, and it provides a comprehensive overview of the teaching context, the listening input, and related activities, offering insights into the effectiveness of the instructional approach and proposing enhancements for a more engaging and inclusive learning experience. Also, the listening input and the listening activities are evaluated based on certain criteria as well as the students’ level of proficiency. The second assignment aims to critically evaluate a coursebook's speaking activities and design a new lesson focused on specific criteria for developing the speaking skill. The evaluation scrutinizes the coursebook's communicative competence, linguistic, strategic, semantic, and sociolinguistic aspects, examining activities based on Nation's features and Johnson's principles. Furthermore, it delves into the design and detailed evaluation of a lesson plan, encompassing pre, while, and post-stages, developed to enhance students' speaking skills. Overall, both assignments underscore the significance of considering diverse criteria in the design of speaking and listening activities and the continuous refinement of instructional approaches.
本文由两篇合并作业组成，对听说技能方面的教学实践和方法进行了反思。在第一项综合分析中，重点是在语言教育背景下为年轻学习者设计的听力输入。作业以听力技能为重点，对教学情境、听力输入和相关活动进行了全面概述，深入分析了教学方法的有效性，并提出了改进建议，以获得更具吸引力和包容性的学习体验。此外，还根据一定的标准和学生的水平对听力输入和听力活动进行了评估。第二项作业旨在批判性地评估教材中的口语活动，并根据培养口语技能的具体标准设计新课。评估将从交际能力、语言、策略、语义和社会语言等方面对教材进行仔细研究，并根据 Nation 的特点和 Johnson 的原则对活动进行检查。此外，它还深入研究了一个课程计划的设计和详细评估，包括前、中、后三个阶段，旨在提高学生的口语技能。总之，这两份作业都强调了在设计听说活动时考虑不同标准和不断改进教学方法的重要性。
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Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n12845
B. Elbashir
The variety of cultures in educational institutions is expanding quickly. As a result, instructors' understanding of cultural background becomes a useful asset in how they run their classroom. This study sought to determine how instructors' classroom management relates to their cultural sensitivity. A correlational research design was used in the study. It is a quantitative study that also included interviews. A total of 30 participants who taught at three universities in Oman; namely A’ Sharqiyah University, Sohar University and the University of Technology and Applied Sciences during the academic year 2022–2023 were included in the study. Three (3) of the educators were chosen at random for an interview. Questionnaires were used to collect the necessary data following the survey method and teacher interviews were selected at random. Frequency count and percentage were used to examine the data. The study's findings showed that teachers exhibit a high level of cultural awareness. They made extensive use of optimal classroom management. A moderately significant association between cultural sensitivity and classroom management was also revealed by the research. According to the results, instructors' cultural sensitivity affects how they manage their classrooms. The study suggests teacher capacity-building initiatives, such as seminar-workshops on multicultural educational approaches and culturally sensitive classroom management techniques, to help teachers expand their expertise.
教育机构中的文化多样性正在迅速扩大。因此，教员对文化背景的了解成为他们管理课堂的有用资产。本研究试图确定教员的课堂管理与其文化敏感性之间的关系。本研究采用了相关研究设计。这是一项定量研究，也包括访谈。共有 30 名参与者参与了这项研究，他们在 2022-2023 学年期间在阿曼的三所大学任教，即 A' Sharqiyah 大学、Sohar 大学和技术与应用科学大学。研究人员随机选择了三（3）名教育工作者进行访谈。采用问卷调查法收集必要的数据，并随机选择教师进行访谈。研究使用了频率计数和百分比来检验数据。研究结果表明，教师表现出高度的文化意识。他们广泛使用最佳课堂管理。研究还发现，文化敏感性与课堂管理之间存在中等程度的关联。研究结果表明，教师的文化敏感性会影响他们的课堂管理方式。研究建议开展教师能力建设活动，如举办有关多元文化教育方法和文化敏感性课堂管理技巧的研讨会-讲习班，以帮助教师扩展专业知识。
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Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n1127
Zitong Li, Xiaowen Zhang
Teacher discourse was rich in attitude resources and were able to facilitate the process of teacher-student interaction. This study is to determine the teachers’ attitude resources in translation teaching from the perspective of appraisal theory by conducting observations of the 16 winners of the 12th SFLEP (Shanghai Foreign Language Education Press) National Foreign Language Teaching Contest (Translation Major Group), transcribing their teaching videos into a written text corpus, and then exploring how these teachers use teacher discourse to organize and implement instruction, with an aim to reveal some implications for translation teaching.
{"title":"Teachers’ Attitude Resources in Translation Teaching from the Perspective of Appraisal Theory","authors":"Zitong Li, Xiaowen Zhang","doi":"10.37745/ijelt.13/vol12n1127","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol12n1127","url":null,"abstract":"Teacher discourse was rich in attitude resources and were able to facilitate the process of teacher-student interaction. This study is to determine the teachers’ attitude resources in translation teaching from the perspective of appraisal theory by conducting observations of the 16 winners of the 12th SFLEP (Shanghai Foreign Language Education Press) National Foreign Language Teaching Contest (Translation Major Group), transcribing their teaching videos into a written text corpus, and then exploring how these teachers use teacher discourse to organize and implement instruction, with an aim to reveal some implications for translation teaching.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n14664
Suthee Khamkaew, Aifa Trussat
This study aimed to gather information related to cooperative learning and corrective feedback to support the English teaching and learning based on the Zone of Proximal Development (ZPD) of grade 10-12 students in the academic years of 2023 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 284 students who studied Fundamental English I, II, III, IV, V and VI. The instrument was the Google form questionnaire developed in terms of teaching and learning English. The results were interpreted, categorized, and tabulated on computer sheets. The findings revealed that cooperative learning helps student to socialize, enhances good working relationships, improve the attitude towards work, enhances class participation, and make students participate in activities. Additionally, based on the corrective feedback, students valued teachers who asked questions to ensure understanding, motivated to persevere through difficult tasks, provided multiple explanations, respected students' ideas, and encouraged to learn from their mistakes.
{"title":"The Effects of Using the Zone of Proximal Development (ZPD) on the Fundamental English Classes of Thai EFL Learners","authors":"Suthee Khamkaew, Aifa Trussat","doi":"10.37745/ijelt.13/vol12n14664","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol12n14664","url":null,"abstract":"This study aimed to gather information related to cooperative learning and corrective feedback to support the English teaching and learning based on the Zone of Proximal Development (ZPD) of grade 10-12 students in the academic years of 2023 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 284 students who studied Fundamental English I, II, III, IV, V and VI. The instrument was the Google form questionnaire developed in terms of teaching and learning English. The results were interpreted, categorized, and tabulated on computer sheets. The findings revealed that cooperative learning helps student to socialize, enhances good working relationships, improve the attitude towards work, enhances class participation, and make students participate in activities. Additionally, based on the corrective feedback, students valued teachers who asked questions to ensure understanding, motivated to persevere through difficult tasks, provided multiple explanations, respected students' ideas, and encouraged to learn from their mistakes.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n190102
Margari Eirini
The purpose of this article is to highlight the importance of listening and speaking skills, while most textbooks focus on practising reading and writing skills more. As a result, listening or speaking are met mainly at the end of every lesson as simple objectives and rarely are they considered as the main focus of the lesson. However, given the proper guidance, the teachers can intervene in the textbook tasks and modify them in order to satisfy their students’ communicative needs. Thus, this paper includes descriptions of teaching situations, description and evaluation of listening and speaking input based on textbooks, as well as well as a modification of some listening and speaking activities, so as to fulfill students’ needs. Moreover, a suggested speaking lesson plan is provided which meets most communicative criteria and can involve students in a real, purposeful interaction. Therefore, every student, even the weaker ones, are given the chance to develop their communicative competence, which is what English as a foreign language aims at.
{"title":"To What Extent Are Listening and Speaking Tasks Through Textbooks Aligned with the Communicative Approach?","authors":"Margari Eirini","doi":"10.37745/ijelt.13/vol12n190102","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol12n190102","url":null,"abstract":"The purpose of this article is to highlight the importance of listening and speaking skills, while most textbooks focus on practising reading and writing skills more. As a result, listening or speaking are met mainly at the end of every lesson as simple objectives and rarely are they considered as the main focus of the lesson. However, given the proper guidance, the teachers can intervene in the textbook tasks and modify them in order to satisfy their students’ communicative needs. Thus, this paper includes descriptions of teaching situations, description and evaluation of listening and speaking input based on textbooks, as well as well as a modification of some listening and speaking activities, so as to fulfill students’ needs. Moreover, a suggested speaking lesson plan is provided which meets most communicative criteria and can involve students in a real, purposeful interaction. Therefore, every student, even the weaker ones, are given the chance to develop their communicative competence, which is what English as a foreign language aims at.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":" 52","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.37745/ijelt.13/vol12n18089
Najmus Sarifa, Rakhshinda Jabeen
The age-old methods of English Language Teaching (ELT) have been taken over by new approaches of language teaching which quest for relevance and reality in a language. This quest and the demand for novel trends give rise to the English for Specific Purpose (ESP). ESP is an approach to delivering content knowledge and equipping the learners to perform effectively in a target situation. This study aims to investigate the challenges and the obstacles in the English for Science classroom at King Khalid University (KKU), Abha, Kingdom of Saudi Arabia (KSA). This paper explains the historical overview of ESP and suitable methods of teaching ESP courses. A quantitative research methodology has been applied to obtain data from 20 English language teachers who have been teaching English for Science for the past five years or more on different Science campuses at KKU. The detailed analysis of the data reveals that there are numerous crises and issues faced by the ESP teachers. The most common of them is motivation on the part of the students, constructive prerequisite courses, lack of learning skills, and an interactive classroom. The researchers have explored these challenges in detail and finally suggested some guidelines to overcome the crises.
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The English Curriculum Standards for Compulsory Education (2022) clearly states that English curriculum design should play a leading role in core competencies. As one of the core competencies, thinking quality reflects students’ levels and abilities in understanding, analyzing, comparing, inferring, criticizing, evaluating, and creating. The cultivation of thinking quality helps to enhance students’ ability to discover, analyze, and solve problems. The English reading class is an important place to cultivate the thinking quality of high school students, and classroom questioning is a key link in the reading classroom. This study will explore the design of question chains in high school English reading to cultivate students’ thinking qualities. The research question of this study is to explore the development status of students’ thinking quality in current high school English reading teaching and the impact of problem chain teaching on their cultivation. This study will use various research methods, such as questionnaire survey and interview, to study the changes in students' thinking quality before and after problem chain teaching. Research has shown that question chain teaching has a certain promoting effect on students’ thinking quality. This study can provide reasonable suggestions for future English reading teaching. In future research, exploring how to use problem chain teaching to cultivate students’ thinking qualities in high school English listening teaching has practical significance.
{"title":"Design of Reading Question Chain in High School English Teaching Based on the Cultivation of Thinking Quality","authors":"Jiandong Hu, Hongyuan Wang","doi":"10.5430/ijelt.v10n2p1","DOIUrl":"https://doi.org/10.5430/ijelt.v10n2p1","url":null,"abstract":"The English Curriculum Standards for Compulsory Education (2022) clearly states that English curriculum design should play a leading role in core competencies. As one of the core competencies, thinking quality reflects students’ levels and abilities in understanding, analyzing, comparing, inferring, criticizing, evaluating, and creating. The cultivation of thinking quality helps to enhance students’ ability to discover, analyze, and solve problems. The English reading class is an important place to cultivate the thinking quality of high school students, and classroom questioning is a key link in the reading classroom. This study will explore the design of question chains in high school English reading to cultivate students’ thinking qualities. The research question of this study is to explore the development status of students’ thinking quality in current high school English reading teaching and the impact of problem chain teaching on their cultivation. This study will use various research methods, such as questionnaire survey and interview, to study the changes in students' thinking quality before and after problem chain teaching. Research has shown that question chain teaching has a certain promoting effect on students’ thinking quality. This study can provide reasonable suggestions for future English reading teaching. In future research, exploring how to use problem chain teaching to cultivate students’ thinking qualities in high school English listening teaching has practical significance.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/ijelt.13/vol11n66784
Xiaojing Song
Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation at different school levels at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school levels. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese secondary school levels, have not been emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese secondary school students’ English learning motivation from junior high to high school. An English learning motivation questionnaire was used and administered to 3000 students from Grades 7 to 12 in public secondary schools across Mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Chinese high school students ranked highest in English learning motivation, followed by junior high school students. Furthermore, the college entrance examination had a positive impact on high school students' motivation to learn English.
现有文献表明，学习动机是影响第二语言学习速度和成功率的最有力的决定性因素（Jiang，2016；Kramsch & Yin，2018；Li & Edwards，2017；Liu et al.，2016；Liu，2016；You & Dörnyei，2016；Zhi & Wang，2019）。目前，越来越多的实证研究表明了同一学校或不同学校不同年级学生第二语言学习动机的变化（Chambers，1999；Kim，2011，2012a，b；Lamb，2007；Williams et al.，2002）。以往的研究结果大多表明，学生的第二语言学习动机会随着学校级别的提高而增强。Do¨rnyei（2000）认为，关注第二语言学习动机的时间维度对于理解学生的第二语言学习动机至关重要。然而，第二语言学习动机的时间变化，尤其是中国中学不同年级的学习动机变化，并没有得到第二语言学习动机研究者的重视，因此，本定量研究调查了中国中学生英语学习动机从初中到高中的变化。本研究采用英语学习动机问卷，对中国大陆公立中学七至十二年级的 3000 名学生进行了问卷调查，并采用信度分析和方差分析对定量数据进行了分析。统计结果显示，中国高中生的英语学习动机排名最高，其次是初中生。此外，高考对高中生的英语学习动机有积极影响。
{"title":"The English Learning Motivation of Chinese Secondary School Students: Cross-grade Survey Analysis","authors":"Xiaojing Song","doi":"10.37745/ijelt.13/vol11n66784","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n66784","url":null,"abstract":"Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation at different school levels at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school levels. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese secondary school levels, have not been emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese secondary school students’ English learning motivation from junior high to high school. An English learning motivation questionnaire was used and administered to 3000 students from Grades 7 to 12 in public secondary schools across Mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Chinese high school students ranked highest in English learning motivation, followed by junior high school students. Furthermore, the college entrance examination had a positive impact on high school students' motivation to learn English.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"84 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/ijelt.13/vol11n62244
Fenghua Sui
With the economic globalization, intercultural communication is becoming more and more frequent. To communicate with people of different cultural backgrounds effectively and appropriately, people need intercultural communication competence. However, the current situation of intercultural teaching in secondary vocational schools is not optimistic (Huang Yaqiao, 2016; Gu Xiaole, 2017). English teaching pays more attention to language teaching, and ignores the foundation and precondition roles of intercultural knowledge and intercultural attitude in the training of intercultural communication competence. The students’ intercultural communication competence needs to be improved urgently. Based on Byram’s EU Model and referring to the practical teaching circular model of Gu Xiaole (2017), the study designs the language and culture integration teaching model to explore the effects of the language and culture integration teaching model on intercultural knowledge and intercultural attitude in English reading teaching in secondary vocational schools.
{"title":"A Practical Exploration of Intercultural Communication Competence Training under the Language and Culture Integration Teaching Model","authors":"Fenghua Sui","doi":"10.37745/ijelt.13/vol11n62244","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n62244","url":null,"abstract":"With the economic globalization, intercultural communication is becoming more and more frequent. To communicate with people of different cultural backgrounds effectively and appropriately, people need intercultural communication competence. However, the current situation of intercultural teaching in secondary vocational schools is not optimistic (Huang Yaqiao, 2016; Gu Xiaole, 2017). English teaching pays more attention to language teaching, and ignores the foundation and precondition roles of intercultural knowledge and intercultural attitude in the training of intercultural communication competence. The students’ intercultural communication competence needs to be improved urgently. Based on Byram’s EU Model and referring to the practical teaching circular model of Gu Xiaole (2017), the study designs the language and culture integration teaching model to explore the effects of the language and culture integration teaching model on intercultural knowledge and intercultural attitude in English reading teaching in secondary vocational schools.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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