Pre-service English Teachers' Perceived Levels of and Perceptions on Intercultural Communicative Competence

Abstract

Nowadays, intercultural communicative competence (ICC) gains importance in this globalized world, and ultimately in foreign language education. Teachers’ perspectives on intercultural communicative competence are one of the research areas in the field. Hence, this study aimed to investigate pre-service English teachers’ intercultural communicative competence level and their perspectives on ICC in English as a Foreign Language (EFL) setting. The participants were 130 preservice English teachers studying at a major state university in Turkey. Intercultural communicative competence questionnaire (ICCQ) and semi-structured interviews were applied to find out participants’ level of ICC and their perspectives on ICC. The data analysis was carried out through statistical analysis and content analysis. The results showed that participants had high levels of ICC and there was not a statistically significant difference between freshman and senior students’ perceived level of ICC. While there was a statistically significant difference in participants’ ICC levels with regard to gender, there was not a strong correlation between their ICC levels and academic achievement. Pre-service English teachers’ understanding of ICC was limited and they generally defined it based on attitudes. They were aware of the importance of ICC in foreign language education. They perceived the place of ICC in teacher education inadequate and highlighted the necessity of ICC in teacher education. They provided suggestions such as including courses integrating ICC and infusing student-exchange programs to promote ICC in teacher education. Implications were provided for pre-service teachers, teacher trainers, in-service teachers and material designers to develop foreign language learners’ ICC.