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«Bridge over troubled waters» Intercultural Communicative Competence Development: An ICC Syllabus for Iranian University Students

Musavizadeh, Amir Hossein | 2018

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 50648 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Rezaei, Saeed
  7. Abstract:
  8. This mixed-method study explored the intercultural competence of a group of engineering university students in Sharif University of Technology enrolling in a “Listening and Speaking” class, minoring in English. The aims of this study were first to assess the initial ICC level of the participants, second to evaluate the effect of a culture-based syllabus on ICC development of the learners, third to measure the variation of their L1 cultural identity of the students after the course, fourth to discover recursive themes in the assignments and recorded interviews with the participants and fifth to measure the learners’ satisfaction with the developed syllabus. Quantitative data was derived from two questionnaires namely ICC questionnaire (Fantini, 2006) and L1 cultural Identity questionnaire (Bahrami, 2017), utilized as pre and post studies. Qualitative data was taken from the participants’ essays, semi-structured interviews, recorded class discussions, and participants’ presentations. Developmental Model of Intercultural Sensitivity (DMIS) and savoirs model were considered as the basis of development and assessment. A total of 15 students took the course and participated in class for about 4 months (17 sessions), and filled the questionnaires in the first and last session of the class. Results confirmed that the initial state of the participants based on DMIS scale was “acceptance” phase. Outcomes also indicated that ICC is indeed teachable and applicable and it is easy to utilize and put to use since participants’ ICC level according to DMIS improved significantly for about 0.60. The change in L1 cultural identity of the students was also visible by 0.43. Recurring themes in the assignments of the participants in no particular order were Absence of vibrant role of women in the society (Feminism)”, “Existence of Prejudice (Toleration)”, “Lack of racial tolerance in Iran (Racism)” and “Deficiency of education system to teach more about culture”, which were matched with the aims of the syllabus and ICC models. Semi-structured interview at the end of the semester also indicated that students enjoyed the syllabus and recommend it to others, only if it is flexible enough to alter its content for different contexts while achieving the same goals
  9. Keywords:
  10. Culture ; Intercultural Competence ; Cultural Identity ; Interculture Communication ; Syllabus Design ; Cultural Awareness ; Thematic Analysis

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