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題名 台灣職前英語教師跨文化溝通力及看法之問卷型研究
A Survey Study on Taiwanese Pre-Service English Teachers’ Intercultural Communicative Competence and Their Perceptions
作者 郭貞瑩
Kuo, Jhen-Ying
貢獻者 許麗媛
Hsu, Li-Yuan
郭貞瑩
Kuo, Jhen-Ying
關鍵詞 以英語為外語
跨文化溝通力
英語教學
職前教師
English as a Foreign Language (EFL)
Intercultural communicative competence (ICC)
English language teaching (ELT)
Pre-service teachers
日期 2020
上傳時間 3-Aug-2020 17:17:48 (UTC+8)
摘要 近年來，全球化促使跨文化教育在以英語為外語(EFL)之領域受到愈來愈多關注。由於英語教師被期望適切且有效地扮演文化促進者(Luk, 2012)，他們在英語教學中融入跨文化溝通力(ICC)的信念和教學實踐值得探討。本研究旨在探究85位台灣職前英語教師的跨文化溝通力及看法，資料蒐集方式主要透過改編自趙子嘉(2015)之英語教師ICC自評量表及個別訪談。
研究結果顯示大部分職前英語教師對於跨文化溝通持正向態度，且在認知與技能方面自評為有能力的跨文化溝通者，他們的ICC發展與Byram (1997) 所提出的跨文化溝通者(intercultural speaker)許多特徵一致。對於英語教學中ICC角色的看法，職前英語教師普遍認同現今將文化融入英語教學是重要甚至是必要的，而英語多樣性、融入在地及世界文化亦受到肯定。然而，將文化融入EFL課堂有其困難及挑戰，像是回沖效應(washback effect)、緊湊的學校進度及對於某些文化的不熟悉。最後，本研究亦針對英語師資培訓、決策者及教材規劃者等面向，提出發展職前英語教師跨文化溝通力與教學之相關建議。
In recent years, intercultural education has received increasing attention in the fields of English as a Foreign Language (EFL) due to globalization. Since English teachers are expected to appropriately and effectively act as culture facilitators (Luk, 2012), their beliefs and instructional practices of the integration of intercultural communicative competence (ICC) into English language teaching (ELT) are worth exploring. The present study aims to probe into 85 Taiwanese pre-service English teachers’ ICC and their perceptions through an adapted version of Chao’s (2015) Self-Assessment Inventory of ICC in ELT for EFL Teachers and individual interviews.
The findings show that most pre-service English teachers held positive attitude toward intercultural communication and self-assessed themselves as competent intercultural communicators in both cognitive and behavioral dimensions. Their ICC development concurred with many of the characteristics of the “intercultural speaker” (Byram, 1997). Regarding their perspectives on the role of ICC in ELT, there was a general consensus that integrating culture into English teaching is crucial and even necessary nowadays. The importance of the English variety was also highly acknowledged, so was incorporating both domestic and world cultures. However, difficulties and challenges in incorporating culture into EFL classrooms were also articulated, including washback effect, compact school schedule, and unfamiliarity with certain cultures. Finally, suggestions for English teacher training programs, policy makers, and material designers are provided as well.
參考文獻 Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Atay, D., Kurt, G., Çamlibel, Z., Ersin, P., & Kaslioglu, Ö. (2009). The Role of Intercultural Competence in Foreign Language Teaching. Inonu University Journal of the Faculty of Education (INUJFE), 10(3), 123-135.
Baker, W. (2009). The Cultures of English as a Lingua Franca. TESOL Quarterly, 43, 567-592.
Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
Bennett, M. J. (1997). How Not to Be a Fluent Fool: Understanding the Cultural Dimension of Language. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 16-21). Alexandria, VA: TESOL.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1-47.
Chao, T. C. (2011). The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out. The Journal of Asia TEFL, 8, 189-210.
Chao, T. C. (2013). A diary study of university EFL learners` intercultural learning through foreign films. Language, Culture and Curriculum, 26(3), 247-265.
Chao, T. C. (2014). The Development and Application of an Intercultural Competence Scale for University EFL Learners. English Teaching & Learning, 38(4), 79-124.
Chao, T. C. (2015). Constructing a Self-Assessment Inventory of Intercultural Communicative Competence in ELT for EFL Teachers. The Asian EFL Journal, 17(4), 94-120.
Chao, T. C. (2016). A preliminary study of Taiwanese NNETs` self-assessment of intercultural communicative competence in English language teaching. Taiwan Journal of TESOL, 13(1), 71-103.
Cheng, C. M. (2012). The Influence of College EFL Teachers` Understandings of Intercultural Competence on Their Self-Reported Pedagogical Practices in Taiwan. English Teaching: Practice and Critique, 11(1), 164-182.
Crawley, F. E., & Salyer, B. A. (1995). Origins of life science teachers` beliefs underlying curriculum reform in Texas. Science Education, 79(6), 611-635.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Fantini, A. E. (1997a). Checking teacher culture/intercultural competencies: The YOGA form. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 36-39). Alexandria, VA: TESOL.
Fantini, A. E. (1997b). Developing intercultural competence: A process approach framework. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 40-44). Alexandria, VA: TESOL.
Fantini, A. E. (2000). A central concern: Developing intercultural communicative competence. School for International Training Occasional Papers Series, 1, 25-42.
Fantini, A. E. (2007). Exploring and Assessing Intercultural Competence: Research Report 07-01. St. Louis, MO: Washington University.
Glesne, C. (1999). Becoming Qualitative Researchers: An introduction (2nd Ed.). New York: Longman.
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2), 254-273.
Han, X., & Song, Li. (2011). Teacher Cognition of Intercultural Communicative Competence in the Chinese ELT Context. Intercultural Communication Studies, 20(1), 175-192.
Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817.
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. Croker (Eds.), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 135-161). New York: Palgrave Macmillan.
Jenkins, J. (2000). The Phonology of English as an International Language. New York: Oxford University Press.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Kagan, D. M. (1992). Implication of Research on Teacher Belief. Educational Psychologist, 27(1), 65-90.
Ke, I. C. (2012). From EFL to English as an international and scientific language: Analysing Taiwan`s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.
Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology. Thousand Oaks, California: Sage publications.
Larzén, E. (2005). In Pursuit of an Intercultural Dimension in EFL-Teaching: Exploring Cognitions among Finland-Swedish Comprehensive School Teachers. Åbo Akademis förlag, SE: Åbo Akademi University Press.
Larzén-Östermark, E. (2008). The Intercultural Dimension in EFL-Teaching: A Study of Conceptions Among Finland-Swedish Comprehensive School Teachers. Scandinavian Journal of Educational Research, 52(5), 527-547.
Lázár, I. (2011). Teachers` beliefs about integrating the development of intercultural communicative competence in language teaching: Case studies of Hungarian pre-service English teachers. ForumSprache, 2011(5), 112-126.
Lázár, I., Huber-Kriegler M., Lussier D., Matei G. & Peck, C. (2007). Developing and Assessing Intercultural Communicative Competence: A Guide for Language Teachers and Teacher Educators. Strasbourg, FR: Council of Europe Publishing.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.
Matsuda, A. (2012). Teaching Materials in EIL. In L. Alsagoff (Ed.), Principles and Practices of Teaching English as an International Language (pp. 168-187). New York: Routledge.
McKay, S. L. (2002). Teaching English as an International Language. Oxford, UK: Oxford University Press.
Mutlu, A. K., & Dollar, Y. K. (2017). Intercultural Communicative Competence through the Eyes of Turkish University Students. International Journal of Curriculum and Instruction, 9(2), 157-178.
Olaya, A., & Gómez Rodríguez, L. F. (2013). Exploring EFL Pre-Service Teachers` Experience with Cultural Content and Intercultural Communicative Competence at Three Colombian Universities. Profile Issues in Teachers Professional Development, 15(2), 49-67.
Saricoban, A., & Oz, H. (2014). Research into Pre-Service English Teachers’ Intercultural Communicative Competence (ICC) in Turkish Context. The Anthropologist, 18(2), 523-531.
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.
Sercu, L. (2002). Autonomous Learning and the Acquisition of Intercultural Communicative Competence: Some Implications for Course Development. Language Culture and Curriculum, 15(1), 61-74.
Sercu, L., Méndez García, M. D. C., & Castro Prieto, P. (2004). Culture teaching in foreign language education. EFL teachers in Spain as cultural mediators. Porta Linguarum, 1, 85-102.
Sercu, L., Bandura, E., Castro, P., Davcheca, L., Laskaridou, C., & Lundgren, U., et al. (2005). Foreign Language Teachers and Intercultural Competence. An International Investigation. Clevedon, UK: Multilingual Matters.
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55-72.
Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26 (1), 1-58.
Van Ek, J.A. (1986). Objectives for Foreign Language Learning. Volume I: Scope; Volume II: Levels. Strasbourg, FR: Council of Europe Publishing.
Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98.
描述 碩士
國立政治大學
英國語文學系
106551008
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106551008
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 郭貞瑩zh_TW
dc.contributor.author (Authors) Kuo, Jhen-Yingen_US
dc.creator (作者) 郭貞瑩zh_TW
dc.creator (作者) Kuo, Jhen-Yingen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 17:17:48 (UTC+8)-
dc.date.available 3-Aug-2020 17:17:48 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 17:17:48 (UTC+8)-
dc.identifier (Other Identifiers) G0106551008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/130889-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 106551008zh_TW
dc.description.abstract (摘要) 近年來，全球化促使跨文化教育在以英語為外語(EFL)之領域受到愈來愈多關注。由於英語教師被期望適切且有效地扮演文化促進者(Luk, 2012)，他們在英語教學中融入跨文化溝通力(ICC)的信念和教學實踐值得探討。本研究旨在探究85位台灣職前英語教師的跨文化溝通力及看法，資料蒐集方式主要透過改編自趙子嘉(2015)之英語教師ICC自評量表及個別訪談。
研究結果顯示大部分職前英語教師對於跨文化溝通持正向態度，且在認知與技能方面自評為有能力的跨文化溝通者，他們的ICC發展與Byram (1997) 所提出的跨文化溝通者(intercultural speaker)許多特徵一致。對於英語教學中ICC角色的看法，職前英語教師普遍認同現今將文化融入英語教學是重要甚至是必要的，而英語多樣性、融入在地及世界文化亦受到肯定。然而，將文化融入EFL課堂有其困難及挑戰，像是回沖效應(washback effect)、緊湊的學校進度及對於某些文化的不熟悉。最後，本研究亦針對英語師資培訓、決策者及教材規劃者等面向，提出發展職前英語教師跨文化溝通力與教學之相關建議。		zh_TW
dc.description.abstract (摘要) In recent years, intercultural education has received increasing attention in the fields of English as a Foreign Language (EFL) due to globalization. Since English teachers are expected to appropriately and effectively act as culture facilitators (Luk, 2012), their beliefs and instructional practices of the integration of intercultural communicative competence (ICC) into English language teaching (ELT) are worth exploring. The present study aims to probe into 85 Taiwanese pre-service English teachers’ ICC and their perceptions through an adapted version of Chao’s (2015) Self-Assessment Inventory of ICC in ELT for EFL Teachers and individual interviews.
The findings show that most pre-service English teachers held positive attitude toward intercultural communication and self-assessed themselves as competent intercultural communicators in both cognitive and behavioral dimensions. Their ICC development concurred with many of the characteristics of the “intercultural speaker” (Byram, 1997). Regarding their perspectives on the role of ICC in ELT, there was a general consensus that integrating culture into English teaching is crucial and even necessary nowadays. The importance of the English variety was also highly acknowledged, so was incorporating both domestic and world cultures. However, difficulties and challenges in incorporating culture into EFL classrooms were also articulated, including washback effect, compact school schedule, and unfamiliarity with certain cultures. Finally, suggestions for English teacher training programs, policy makers, and material designers are provided as well.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
ACKNOWLEDGEMENTS IV
CHINESE ABSTRACT XIII
ABSTRACT XV
CHAPTER ONE: INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 3
Significance of the Study 4
CHAPTER TWO: LITERATURE REVIEW 5
Introduction 5
Conceptualizing Intercultural Communicative Competence (ICC) 5
Byram (1997) — Model of Intercultural Communicative Competence 6
Fantini (2000) — ICC Model 8
Chao (2015) — A Self-Assessment Inventory of ICC in ELT for EFL teachers 10
Studies on Language Teachers’ Perceptions and Practices of Intercultural Education in ELT 11
CHAPTER THREE: METHODOLOGY 17
Introduction 17
Research Design 17
Context & Participants 17
The Pilot Study 19
Instruments 19
Questionnaire 19
Individual semi-structured interviews 25
Procedure 26
Data Analysis 27
CHAPTER FOUR: RESULTS 29
Introduction 29
Self-rated Degrees of ICC 29
Affective orientation to intercultural communication 29
Capabilities for intercultural communication 33
Perceptions of the Role of ICC and Its Integration into EFL Teaching 43
Goals in ELT 45
Integrating culture into ELT 47
Language and cultural model in ELT 49
Intercultural strategies in ELT 51
The place of nonnative EFL teachers in ELT 53
CHAPTER FIVE: DISCUSSION 55
Introduction 55
Self-rated Degrees of ICC 55
Perceptions of the Role of ICC and Its Integration into EFL Teaching 59
CHAPTER SIX: CONCLUSION 65
Summary of the Research Findings 65
Limitations and Suggestions for Future Research 66
Pedagogical Implication 67
REFERENCES 71
APPENDIX A: A SELF-ASSESSMENT INVENTORY OF ICC FOR EFL PRE-SERVICE TEACHERS (ICC-EFL-PST) 77
APPENDIX B: INDIVIDUAL SEMI-STRUCTURED INTERVIEW PROTOCOL 81		zh_TW
dc.format.extent 1298133 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106551008en_US
dc.subject (關鍵詞) 以英語為外語zh_TW
dc.subject (關鍵詞) 跨文化溝通力zh_TW
dc.subject (關鍵詞) 英語教學zh_TW
dc.subject (關鍵詞) 職前教師zh_TW
dc.subject (關鍵詞) English as a Foreign Language (EFL)en_US
dc.subject (關鍵詞) Intercultural communicative competence (ICC)en_US
dc.subject (關鍵詞) English language teaching (ELT)en_US
dc.subject (關鍵詞) Pre-service teachersen_US
dc.title (題名) 台灣職前英語教師跨文化溝通力及看法之問卷型研究zh_TW
dc.title (題名) A Survey Study on Taiwanese Pre-Service English Teachers’ Intercultural Communicative Competence and Their Perceptionsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Atay, D., Kurt, G., Çamlibel, Z., Ersin, P., & Kaslioglu, Ö. (2009). The Role of Intercultural Competence in Foreign Language Teaching. Inonu University Journal of the Faculty of Education (INUJFE), 10(3), 123-135.
Baker, W. (2009). The Cultures of English as a Lingua Franca. TESOL Quarterly, 43, 567-592.
Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
Bennett, M. J. (1997). How Not to Be a Fluent Fool: Understanding the Cultural Dimension of Language. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 16-21). Alexandria, VA: TESOL.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1-47.
Chao, T. C. (2011). The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out. The Journal of Asia TEFL, 8, 189-210.
Chao, T. C. (2013). A diary study of university EFL learners` intercultural learning through foreign films. Language, Culture and Curriculum, 26(3), 247-265.
Chao, T. C. (2014). The Development and Application of an Intercultural Competence Scale for University EFL Learners. English Teaching & Learning, 38(4), 79-124.
Chao, T. C. (2015). Constructing a Self-Assessment Inventory of Intercultural Communicative Competence in ELT for EFL Teachers. The Asian EFL Journal, 17(4), 94-120.
Chao, T. C. (2016). A preliminary study of Taiwanese NNETs` self-assessment of intercultural communicative competence in English language teaching. Taiwan Journal of TESOL, 13(1), 71-103.
Cheng, C. M. (2012). The Influence of College EFL Teachers` Understandings of Intercultural Competence on Their Self-Reported Pedagogical Practices in Taiwan. English Teaching: Practice and Critique, 11(1), 164-182.
Crawley, F. E., & Salyer, B. A. (1995). Origins of life science teachers` beliefs underlying curriculum reform in Texas. Science Education, 79(6), 611-635.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Fantini, A. E. (1997a). Checking teacher culture/intercultural competencies: The YOGA form. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 36-39). Alexandria, VA: TESOL.
Fantini, A. E. (1997b). Developing intercultural competence: A process approach framework. In A. E. Fantini (Ed.), New Ways in Teaching Culture (pp. 40-44). Alexandria, VA: TESOL.
Fantini, A. E. (2000). A central concern: Developing intercultural communicative competence. School for International Training Occasional Papers Series, 1, 25-42.
Fantini, A. E. (2007). Exploring and Assessing Intercultural Competence: Research Report 07-01. St. Louis, MO: Washington University.
Glesne, C. (1999). Becoming Qualitative Researchers: An introduction (2nd Ed.). New York: Longman.
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2), 254-273.
Han, X., & Song, Li. (2011). Teacher Cognition of Intercultural Communicative Competence in the Chinese ELT Context. Intercultural Communication Studies, 20(1), 175-192.
Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817.
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. Croker (Eds.), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 135-161). New York: Palgrave Macmillan.
Jenkins, J. (2000). The Phonology of English as an International Language. New York: Oxford University Press.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Kagan, D. M. (1992). Implication of Research on Teacher Belief. Educational Psychologist, 27(1), 65-90.
Ke, I. C. (2012). From EFL to English as an international and scientific language: Analysing Taiwan`s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.
Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology. Thousand Oaks, California: Sage publications.
Larzén, E. (2005). In Pursuit of an Intercultural Dimension in EFL-Teaching: Exploring Cognitions among Finland-Swedish Comprehensive School Teachers. Åbo Akademis förlag, SE: Åbo Akademi University Press.
Larzén-Östermark, E. (2008). The Intercultural Dimension in EFL-Teaching: A Study of Conceptions Among Finland-Swedish Comprehensive School Teachers. Scandinavian Journal of Educational Research, 52(5), 527-547.
Lázár, I. (2011). Teachers` beliefs about integrating the development of intercultural communicative competence in language teaching: Case studies of Hungarian pre-service English teachers. ForumSprache, 2011(5), 112-126.
Lázár, I., Huber-Kriegler M., Lussier D., Matei G. & Peck, C. (2007). Developing and Assessing Intercultural Communicative Competence: A Guide for Language Teachers and Teacher Educators. Strasbourg, FR: Council of Europe Publishing.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.
Matsuda, A. (2012). Teaching Materials in EIL. In L. Alsagoff (Ed.), Principles and Practices of Teaching English as an International Language (pp. 168-187). New York: Routledge.
McKay, S. L. (2002). Teaching English as an International Language. Oxford, UK: Oxford University Press.
Mutlu, A. K., & Dollar, Y. K. (2017). Intercultural Communicative Competence through the Eyes of Turkish University Students. International Journal of Curriculum and Instruction, 9(2), 157-178.
Olaya, A., & Gómez Rodríguez, L. F. (2013). Exploring EFL Pre-Service Teachers` Experience with Cultural Content and Intercultural Communicative Competence at Three Colombian Universities. Profile Issues in Teachers Professional Development, 15(2), 49-67.
Saricoban, A., & Oz, H. (2014). Research into Pre-Service English Teachers’ Intercultural Communicative Competence (ICC) in Turkish Context. The Anthropologist, 18(2), 523-531.
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.
Sercu, L. (2002). Autonomous Learning and the Acquisition of Intercultural Communicative Competence: Some Implications for Course Development. Language Culture and Curriculum, 15(1), 61-74.
Sercu, L., Méndez García, M. D. C., & Castro Prieto, P. (2004). Culture teaching in foreign language education. EFL teachers in Spain as cultural mediators. Porta Linguarum, 1, 85-102.
Sercu, L., Bandura, E., Castro, P., Davcheca, L., Laskaridou, C., & Lundgren, U., et al. (2005). Foreign Language Teachers and Intercultural Competence. An International Investigation. Clevedon, UK: Multilingual Matters.
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55-72.
Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26 (1), 1-58.
Van Ek, J.A. (1986). Objectives for Foreign Language Learning. Volume I: Scope; Volume II: Levels. Strasbourg, FR: Council of Europe Publishing.
Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202000803en_US