| عنوان : |
Beliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language : The Case of Secondary School Teachers/Learners in Bousaada |
| نوع الوثيقة : |
وثيقة الكترونية |
| مؤلفين : |
Sara BOULANOUAR, مؤلف ; Said KESKES, مدير النشر |
| ناشر : |
Universite Mohamed Lamine Debaghine Setif2 |
| تاريخ النشر : |
2022 |
| عدد الصفحات : |
349 p |
| الأبعاد : |
21*30cm |
| نقطة عامة : |
Langue Anglaise Spécialité Didactique |
| اللغة : |
إنكليزي (eng) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي beliefs-EFL teaching/learning- intercultural competence- practices small 'c' culture |
| تكشيف : |
428 الاستخدام اللغوي |
| خلاصة : |
The research sought to explore teachers' and students' beliefs regarding intercultural competence (IC), the orientations of the teaching/learning objectives, the potential gap between the beliefs and the classroom practices, and the factors hindering the development of IC. Through a sequential mixed-method design, data were collected through two consecutive phases. Data for the quantitative phase were generated from two sources: a questionnaire for teachers and a questionnaire for students. On the other hand, the qualitative data were collected from observation sessions, interviews with teachers, and focus group discussions with students. Our case study consisted of teachers and students enrolled in the academic year of 2019-2020 in Bousaada's (Algeria) secondary schools.The findings elicited that teachers' and students' understanding of intercultural competence was dubious and seemed to demonstrate an enlarged view of the communicative competence objectives. While the significance of intercultural competence in EFL teaching/learning was recognized by most of the participants, the aspects that support the acquisition of intercultural competence have not yet become a frequent concern. The cultural teaching practices were still governed by conventional teacher-centered teaching strategies. During the investigation many inconsistencies emerged namely the gap that exists between the beliefs and the practices, the exam-oriented practices and the process-oriented curriculum requirements, and the expectations of the curriculum and the teachers' training programs. The research aimed to provide meaningful and sufficient contextual knowledge and recommendations for the Algerian language learning environment. Therefore, it is recommended that the curriculum has to be reviewed by supplying explicit instructions and directions about intercultural teaching and has to include further cultural resources. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/2250 |
Beliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language : The Case of Secondary School Teachers/Learners in Bousaada [وثيقة الكترونية] / Sara BOULANOUAR, مؤلف ; Said KESKES, مدير النشر . - Universite Mohamed Lamine Debaghine Setif2, 2022 . - 349 p ; 21*30cm. Langue Anglaise Spécialité Didactique اللغة : إنكليزي ( eng)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي beliefs-EFL teaching/learning- intercultural competence- practices small 'c' culture |
| تكشيف : |
428 الاستخدام اللغوي |
| خلاصة : |
The research sought to explore teachers' and students' beliefs regarding intercultural competence (IC), the orientations of the teaching/learning objectives, the potential gap between the beliefs and the classroom practices, and the factors hindering the development of IC. Through a sequential mixed-method design, data were collected through two consecutive phases. Data for the quantitative phase were generated from two sources: a questionnaire for teachers and a questionnaire for students. On the other hand, the qualitative data were collected from observation sessions, interviews with teachers, and focus group discussions with students. Our case study consisted of teachers and students enrolled in the academic year of 2019-2020 in Bousaada's (Algeria) secondary schools.The findings elicited that teachers' and students' understanding of intercultural competence was dubious and seemed to demonstrate an enlarged view of the communicative competence objectives. While the significance of intercultural competence in EFL teaching/learning was recognized by most of the participants, the aspects that support the acquisition of intercultural competence have not yet become a frequent concern. The cultural teaching practices were still governed by conventional teacher-centered teaching strategies. During the investigation many inconsistencies emerged namely the gap that exists between the beliefs and the practices, the exam-oriented practices and the process-oriented curriculum requirements, and the expectations of the curriculum and the teachers' training programs. The research aimed to provide meaningful and sufficient contextual knowledge and recommendations for the Algerian language learning environment. Therefore, it is recommended that the curriculum has to be reviewed by supplying explicit instructions and directions about intercultural teaching and has to include further cultural resources. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/2250 |
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Affiner la rechercheBeliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language / Sara BOULANOUAR
