| dc.contributor.advisor | Demirezen, Mehmet | |
| dc.contributor.author | Özkan, Hasan | |
| dc.date.accessioned | 2019-03-28T10:43:28Z | |
| dc.date.issued | 2019 | |
| dc.date.submitted | 2018-12-07 | |
| dc.identifier.citation | Özkan, H. (2019) English Language Instructors' Perceptions of Intercultural Communicative Competence in a Multicultural Context: A Suggested Model (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey. | tr_TR |
| dc.identifier.uri | http://hdl.handle.net/11655/6290 | |
| dc.description.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. | tr_TR |
| dc.description.tableofcontents | 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................................ 53vi
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? ............................................................................................................. 92
Sub-Question 1.2. How do the participants perceive their professional identity
within Kuwaiti culture?....................................................................................... 93
Sub-Question 1.3. What is the participants’ perception of the foreign language
education context in Kuwait? ............................................................................ 97
Sub-Question 1.4. How do the participants describe the internal and external
outcomes of their intercultural teaching experience in Kuwait?....................... 106
Research Question 2. What is the participants’ understanding of intercultural
communicative competence?.......................................................................... 108
Sub-Question 2.1. How do the participants define the components of ICC for
English language teachers working abroad? .................................................. 109
Sub-Question 2.2. What are the implications of cultural dimensions in English
language teaching perceived by the participants? .......................................... 114
Sub-Question 2.3. How does intercultural effectiveness manifest itself among the
participants?.................................................................................................... 118vii
Sub-Question 2.4. What are the qualities of participants’ understanding and
practices towards culture in language teaching? ............................................ 131
Sub-Question 2.5. How do the participants get into contact with the culture of
English language?........................................................................................... 140
Research Question 3. What could the participants’ experiences offer for
internationalization of English language teacher education? .......................... 142
Sub-Question 3.1. How do the participants describe the knowledge and skills
about ICC acquired in their teacher training?.................................................. 143
Sub-Question 3.2. How do the participants describe the knowledge and skills
about ICC acquired after starting to work in Kuwait? ...................................... 144
Sub-Question 3.3 What do the participants wish they had known about teaching
in Kuwaiti before their experience? ................................................................. 145
Sub-Question 3.4. How the do participants describe their Strategies to Increase
Teaching Efficiency and to Deal with Cultural Differences? ............................ 146
Sub-Question 3.5. What do the participants think about the need for a cultural
training program?............................................................................................ 148
Summary and Conclusion ............................................................................... 148
Chapter 5 Conclusion, Discussion and Suggestions .......................................... 150
Discussion of the Findings .............................................................................. 150
General Profile of the Participants .................................................................. 151
Discussion of Findings for Research Question 1 and its Sub-Questions ........ 152
Conclusion for Discussion of Research Question 1 ........................................ 179
Discussion of Findings for Research Question 2 and its Sub-Questions ........ 181
Conclusion for Discussion of Research Question 2 ........................................ 199
Discussion of Findings for Research Question 3 and its Sub-Questions ........ 201
Conclusion for Discussion of Research Question 3 ........................................ 210
Discoveries, Suggestions, and Implications .................................................... 211
Overview of Related Research ....................................................................... 223
Conclusion ...................................................................................................... 225viii
References......................................................................................................... 228
APPENDIX-A: Permission Request Approval for Data Collection Tools ............ 256
APPENDIX B: Coding Book for Qualitative Analysis .......................................... 258
APPENDIX-C: Sample Interview Coding............................................................ 270
APPENDIX-D: Sample Focus Group Interview Coding ...................................... 281
APPENDIX-E: Data Collection Booklet .............................................................. 289
APPENDIX-F: Interview Protocol ....................................................................... 304
APPENDIX-G: Focus Group Interview Protocol ................................................. 307
APPENDIX H: Intercultural Effectiveness Scale Individual Mean Scores........... 309
APPENDIX-I: Ethics Committee Approval.......................................................... 311
APPENDIX J: Declaration of Ethical Conduct .................................................... 312
APPENDIX-K: Dissertation Originality Report .................................................... 313
APPENDIX-L: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı............................... 314 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
| dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
| dc.subject | Intercultural competence | tr_TR |
| dc.subject | Culture | tr_TR |
| dc.subject | Foreign language teaching | tr_TR |
| dc.subject | Intercultural education | tr_TR |
| dc.title | Çokkültürlü Bir Bağlamda İngilizce Öğretim Görevlilerinin Kültürlerarası İletişim Yetisi Üzerine Algıları: Bir Model Önerisi | tr_TR |
| dc.title.alternative | English Language Instructors' Perceptions of Intercultural Communicative Competence in a Multicultural Context: A Suggested Model | tr_TR |
| dc.type | info:eu-repo/semantics/doctoralThesis | tr_TR |
| dc.description.ozet | 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. | tr_TR |
| dc.contributor.department | Yabancı Diller Eğitimi | tr_TR |
| dc.embargo.terms | Acik erisim | tr_TR |
