Department of Foreign Languages Education English Language and Teaching Program
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Department of Foreign Languages Education English Language and Teaching Program ENGLISH LANGUAGE INSTRUCTORS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN A MULTICULTURAL CONTEXT: A SUGGESTED MODEL Hasan ÖZKAN Ph.D. Dissertation Ankara, (2018) With leadership, research, innovation, high quality education and change, Department of Foreign Languages Education English Language and Teaching Program ENGLISH LANGUAGE INSTRUCTORS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN A MULTICULTURAL CONTEXT: A SUGGESTED MODEL ÇOKKÜLTÜRLÜ BİR BAĞLAMDA İNGİLİZCE ÖĞRETİM GÖREVLİLERİNİN KÜLTÜRLERARASI İLETİŞİM YETİSİ ÜZERİNE ALGILAR: BİR MODEL ÖNERİSİ Hasan ÖZKAN Ph.D. Dissertation Ankara, (2018) Acceptance and Approval i Abstract With the improvements and developments brought about by the globalization, intercultural communicative competence has been gaining more interest and importance. As in all communicative activities, language, especially the foreign language, plays an essential role in intercultural communication. Intercultural communicative competence has been recognized by Common European Framework of Reference for Languages along with foreign language teaching curricula and textbooks. In this phenomenological study, it is aimed to document and study the experiences and perceptions of instructors teaching English abroad regarding the culture and intercultural communicative competence (ICC), and the place and application of these in the foreign language education. Mixed method data collection process is used in this study; a questionnaire, a scale, semistructured interviews and focus group interviews are used to collect data from 64 participants. Descriptive statistics and thematic analysis are used to process the data through the guidance of preexisting ICC models. Analysis of the data indicates associations and concepts overlapping with preexisting models of ICC, along with new insights on components of ICC and requirements of ICC development for English language instructors working in a multicultural context. Findings reveal participants insights about possible modifications to the existing ICC models, and the essential components of training programs for ICC development. Keywords: intercultural competence, culture, foreign language teaching, intercultural education. ii Öz Kültürlerarası iletişim becerileri, küreselleşmenin getirdiği yenilikler ve kolaylıklar sonucunda giderek önem ve ilgi kazanmaktadır. Her türlü iletişim etkinliğinde olduğu gibi, kültürlerarası iletişimde de dil, özellikle yabancı dil, en temel rollerden birisini oynamaktadır. Yabancı dil öğrenimi sürecinde kültürlerarası iletişim becerilerinin kazanımı Avrupa Dilleri Ortak Çerçeve Programında yer bulmuş ve birçok dil öğretimi müfredatı ve ders kitabında bu becerilerin geliştirilmesi vurgulanmıştır. Bu fenomenolojik araştırma yurtdışındaki İngilizce öğretim görevlilerinin kültür ve kültürlerarası iletişim yetisine (KİY) ve bunların yabancı dil eğitimindeki yeri ve kullanımına dair algılarını ve deneyimlerini belgelemek ve çalışmak amacındadır. Karma yöntem ile veri toplanan bu çalışmada, birer anket ve ölçek, görüşme ve odak grup görüşmesi ile 64 katılımcıdan veri toplanmıştır. Halihazırda var olan KİY modellerinin rehberliğinde, elde edilen veri betimleyici istatistikler ve tematik analiz kullanılarak işlenmiştir. Verilerin analizi halihazırda var olan KİY modelleriyle örtüşen çağrışım ve anlayışların yanı sıra çok kültürlü bir ortamda çalışan İngilizce öğretim görevlerinin KİY bileşenleri ve KİY gelişimi için gerekenlere dair yeni anlayışlara işaret etmektedir. Bulgular halihazırda var olan KİY modellerinde yapılabilecek olası değişikliklere, ve KİY gelişimi için eğitim programlarının bileşenlerine dair katılımcıların anlayışlarını ortaya koymaktadır. Anahtar sözcükler: kültürlerarası iletişim, kültür, yabancı dil öğretimi, kültürlerarası eğitim. iii Acknowledgements "If I have seen further it is by standing on the shoulders of Giants." – Isaac Newton, 1675 I cannot express my gratitude enough for Giants who have helped me in my journey. My supervisor, Prof. Dr. Mehmet Demirezen with his endless support and guidance; my mentors and dissertation committee members Prof. Dr. Arif Sarıçoban, and Assoc. Prof. Dr. Nuray Alagözlü with their constant support and patience have been and will always be the true owners of this work. I want to thank Assoc. Prof. Dr. Hüseyin Öz, and Assist. Prof. Dr. İsmail Fırat Altay for their support and guidance for the completion of this study. All faculty members of Hacettepe University, of whom I have had the honor to learn from since 2002, have my deepest respect and gratitude; their impact on my life cannot be described with words. My parents İmran Özkan and Ahmet Özkan, my brother Hüseyin Özkan have been my source of motivation and energy. The distance between us has never made things easier for me, but they are always in my heart. Last but not least, I would like to thank my dear wife, Betül Minnet Özkan. She is my oasis, my guide; together we will never stop chasing our dreams. Her motivation, sacrifice, energy, and grace are sole the causes of completion of this work. I would not have been where I am in my life without her. iv Table of Contents Abstract ................................................................................................................... ii Öz ........................................................................................................................... iii Acknowledgements ................................................................................................ iv List of Tables .......................................................................................................... ix List of Figures ........................................................................................................ xii Symbols and Abbreviations .................................................................................. xiv Chapter 1 Introduction ............................................................................................ 1 Statement of the Problem ................................................................................... 2 Aim and Significance of the Study....................................................................... 4 Research Questions ............................................................................................ 5 Assumptions ....................................................................................................... 6 Limitations ........................................................................................................... 6 Chapter 2 Literature Review ................................................................................... 7 Sociology of Language and Culture .................................................................... 7 Cultural Theory ................................................................................................. 10 Identity and Culture Relationship ...................................................................... 11 The Culture in the Context of Education ........................................................... 14 Professional Self-Concept and Cultural Background Ties ................................. 17 Kuwait: A Brief Description ................................................................................ 21 Arab Culture ...................................................................................................... 31 Kuwaiti Culture .................................................................................................. 38 Universities of Kuwait ........................................................................................ 43 English Language Education in Kuwait ............................................................. 45 Intercultural Communicative Competence ........................................................ 49 Intercultural Competence Framework/Model by Deardorff ................................ 53 v Summary and Conclusion ................................................................................. 55 Chapter 3 Methodology ........................................................................................ 57 Research Design............................................................................................... 57 Setting and Participants .................................................................................... 61 Data Collection .................................................................................................. 64 Instruments ....................................................................................................... 68 Data Analysis .................................................................................................... 79 Issues of Validity and Reliability ........................................................................ 82 Summary and Conclusion ................................................................................. 83 Chapter 4 Findings ............................................................................................... 84 Describing the Participants ............................................................................... 84 Research Question 1. What are the Experiences of Participants in the Multicultural Context of Kuwait as English Language Teachers? .......................................... 91 Sub-Question 1.1. How do the participants perceive their identity within Kuwaiti culture?