Cross-cultural Perceptions of Impoliteness by Native English Speakers and EFL Learners: The Case of Apology Speech Act

This study investigated native English speakers’ and English as a foreign language (EFL) learners’ perception of (im)politeness. Seventy-five native speakers and 177 EFL learners were administered a discourse completion task for the speech act of apology accompanied by responses violating politeness by various degrees. Participants were asked to assess the degree of (im)politeness embedded in each response and to write down their assessment comments. Content analysis of respondents’ comments indicated that both groups mentioned similar (im)politeness criteria. However, the analysis of frequency counts displayed significant differences between the two groups in their degree of preference for each (im)politeness criterion.     

L2 Willingness to Communicate and Perceived Accent Strength: A Qualitative Inquiry

This study examined whether and how English as a foreign language (EFL) learners` perceptions towards their own and others` accent is liable to impact their second language (L2) willingness to communicate (WTC). The content analysis of interviews with 20 EFL learners showed that L2 WTC was amenable to their hegemonic attitudes towards native English accents. As many as four recurring themes arose from the interviews which showed how perceived accent strength can impact L2 WTC. These include: Accent-related stigmas, accent-based disruptiveness, aspiration for showing off one`s accent, and self-perceived communicative competence and self-confidence. The paper concludes by discussing the implications of the findings and outlining avenues for future research.     

Developing intercultural communicative competence in foreign language classrooms – A study of EFL learners in Taiwan

Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC.     

International Faculty in Chinese Universities’ Foreign Language Teaching Preferences

ABSTRACT

International college faculty in China are stakeholders in foreign language teaching. This project was designed to find out what international instructors’ pedagogical choices were in regards to English as a Foreign Language instruction. Twenty-eight international college instructors who taught oral English or English writing participated in interviews. Interviewees were employed at various tertiary institutions in large and small cities throughout China. Some interviewees described an audiolingual approach to foreign language teaching. Most interviewees took a situational approach to teach English as a Foreign Language. Finally, remaining international faculty described an intercultural approach when delivering EFL instruction.     

Investigating Pragmatic Competence,Metapragmatic Awareness and Speech Act Strategies among Turkmen-Persian Bilingual and Persian Monolingual EFL Learners: A Cross-Cultural Perspective

ABSTRACT

This study investigated the effect of bilinguality on pragmatic production and metapragmatic awareness in third language learning. Thus, 59 Turkmen-Persian bilinguals (using Turkmen as their L1 and Persian as their L2) learning English as a third language and 55 Persian monolinguals learning English as their second language were selected and given a WDCT and a metapragmatic awareness questionnaire. The results showed that bilingual EFL learners outperformed monolingual EFL learners in pragmatic production and metapragmatic awareness. The findings also confirm the pragmatic differences among the three languages and the bilinguals’ advantage over monolinguals concerning the appropriate use of speech act strategies.     

Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture,Ideal L2 Self,L2 Self-Confidence,and Metacognitive Strategies

ABSTRACT

This study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages.     

Evaluating the self and the other: Imagined intercultural contact within a ‘native-speaker’ dependent foreign language context

Recent research has shown that imagined intercultural contact, being based upon the adoption of principles of mental imagery and imagination, is able to elicit similar emotional, attitudinal and motivational responses as actual lived contact experiences. Furthermore, it has been noted that possessing the multiple competencies required to successfully negotiate an intercultural contact encounter with a target language speaker represents one of the most prominent sources of motivation for many foreign language learners. Therefore, situated within the context of a Japanese foreign language university which exhibits a dependency on ‘native-speaker’ English teachers from inner-circle (Kachru, 1985) countries, this paper showcases a social psychological study undertaken with 120 Japanese English language learners which sought to explore various dimensions of imagined intercultural contact via evaluations of the self and three intercultural others of different racial and ethnic appearance across two specific contact situations (positive and neutral). The outcomes are discussed in relation to underlying theories, as well as to the practical implications created for the improvement of foreign language teaching and learning practices which specifically seek to incorporate an explicit intercultural dimension.     

The Use of Japanese Language in Intercultural Context among Malaysian Japanese Speaking Employees in Japanese Companies

ABSTRACT

Lack of proficiency in Japanese language is a hindrance for successful intercultural communication between Malaysian Japanese speaking employees (MJSE) and Japanese employers (JE) in Japanese companies (JC) in Malaysia. Therefore, this quantitative study using Japanese Language Questionnaire (JLQ) investigated Japanese language use in intercultural context among MJSE to identify Japanese language challenges faced by them in JC. The findings indicate major challenges in listening and speaking compared to reading and writing. This indicate lack of language preparedness of Malaysian Japanese language learners before embarking for employment into JC in Malaysia. The study recommends evaluation of the Japanese language curriculum to ensure MJSE’s readiness to embark into employment at JC.     

Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett

Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research.     

Is Transparency an Illusion? An Idiodynamic Assessment of Teacher and Peers’ Reading of Nonverbal Communication Cues of Foreign Language Enjoyment

The purpose of the present study was to assess to what extent moments of experiencing enjoyment in communicating in English as a foreign language is transparent to the teacher and the peers within the ecology of the classroom using an idiodynamic approach. To do this, we explored four university students’ self, teacher and peers reading of nonverbal language enjoyment cues in terms of their face, gesture, gaze, vocalics and posture in a course of general English. The participants prepared for a short presentation on a favourable subject and were video recorded to self-rate themselves immediately after the presentation using Anion Variable Tester V2 software. Two peers, one among the participants’ inner circle friends and the other an outer-circle classmate, and the teacher rated the videos of the presentations. The ratings were compared to find points of convergence indicating the extent of transparency of enjoyment in communication. The findings of the study indicate mixed and dynamic outcomes which, confirming the unstable and complex nature of enjoyment, show that transparency of enjoyment in foreign language communication seems to be an illusion.     

Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective

The main focus of this study was to discern the effect of different topics on the dynamics of one of the main variables of positive psychology, foreign language enjoyment (FLE). To do this, we used an idiodynamic method to explore the rapid moment-to-moment changes of FLE. Seven female university students engaged in a conversation involving both simple and difficult topics, and self-rated their moments of experiencing enjoyment during the conversation process. The results indicate that the dynamicity of enjoyment emerges not only within individuals, but also across individuals intra-personally under the influence of conversational topics. Furthermore, the idiodynamic method provided us with the opportunity to examine the underlying factors of the dynamic fluctuations of FLE and gain a deeper insight into FLE as a dynamic system.     

Developing Students’ Intercultural Competence through Authentic Video in Language Education

ABSTRACT

This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education.     

Uncovering the Hidden Power of Language: Critical Race Theory,Critical Language Socialization and Multicultural Families in Korea

This study utilizes critical race theory and critical language socialization to unpack embedded ideologies regarding language usage and immigrant wives’ heritage language transmission within multicultural families in Korea. Specifically, this study unveils hidden structures and beliefs which hinder or promote immigrant women’s use of heritage languages, and its intergenerational transmission. According to Sizemore, the language used by various ethnic group members often reflects their interethnic relationships. Exploring Asian female immigrants’ experiences of marginalization in Korea, this study uncovers the complex interethnic relationship among Asians, as well as show how immigrant wives’ language usage reflects power relations within Korea.     

Disrupting Colonial Discourses: Anticolonial Academic Language Development for the Elementary Classroom

This study examines the practical application of anticolonial academic language development strategies in an elementary classroom. Drawing from decolonial theory, the study analyzes pedagogical strategies in challenging the normalization of colonialism within language instruction. Using an autoethnographic case study, throughout the 2013–2014 academic year I collected data that consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. Findings highlight the use of explicit academic vocabulary instruction to support students in developing the language to challenge classical/settler and internal colonialisms in reading and writing comprehension.     

Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea

The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English.     

Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.     

Getting Out of their Comfort Zone: Examining Teacher Candidates' Reactions to Service-Learning Abroad

This study presents data gathered from a service-learning trip to Costa Rica designed for teacher candidates. Data include participant responses to writing prompts, field notes, and follow-up questionnaires. Results show that participants' experience with the language barrier raised their empathy toward English learners. However, participants expressed dissonance regarding student behavioral norms.     

Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investigation

ABSTRACT

This study explored 150 EFL teachers’ perceptions of critical cultural awareness (CCA) considering their teaching context, academic degree, and professional development programs. The participants all completed the CCA questionnaire, fifteen of whom also sat a semi-structured qualitative interview. Our findings showed, a) EFL teachers’ perceptions of CCA located at a medium level, b) the PhD participants showed significantly higher engagement in CCA than their BA and MA counterparts, c) private language institute teachers reported higher levels of CCA than their state-run school counterparts and d) local professional development programs did not emphasize culture teaching in general and CCA in particular.     

Resisting Assimilation: Deliberate Acculturation by the American English Language Learner

Education policy has historically been viewed as having an influential part in crafting the roles of immigrants in American society. However, while policy makers continue to push their own agendas on English language learners (ELLs), ELLs continue to push back to create their own sense of what it means be an American. This article analyzes how formal and informal language policies have historically driven the instruction of ELLs and argues that despite attempts to enculturate and/or assimilate ELLs into American schools through strict English instruction, students employ a variety of cultural resources to act agentically in their acculturation.