Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

Нур Гедик Бал; Перихан Савас

doi:10.17323/jle.2020.10327

Нур Гедик Бал Социальный университет Анкары https://orcid.org/0000-0001-6115-137X
Перихан Савас Технический университет среднего востока https://orcid.org/0000-0001-9839-3081

DOI: https://doi.org/10.17323/jle.2020.10327

Ключевые слова: английский язык как иностранный, межкультурная компетенция, межкультурная компетентность обучающихся иностранному языку, межкультурное образование, культурная осведомленность

Аннотация

В современном контексте формирование у учащихся межкультурной компетенции (МК) является важнейшей целью занятий по английскому языку как иностранному (АКИ), и преподаватели АКИ стали играть важную роль в достижении этой цели. Учителя должны быть достаточно компетентны в своих межкультурных навыках, чтобы передать их своим ученикам для формирования у них межкультурной компетенции. Тем не менее, восприятие МК у учителей остается неопределенным, особенно в Турции. В этой связи прежде, чем учителя будут применять методы и стратегии для повышения уровня МК учащихся, необходимо выяснить, что они понимают под МК. Цель данного качественного исследования заключалась в определении того, что учителя средних и старших классов понимают под МК и характеристиками учащегося и учителя, владеющих МК. В исследовании также изучалось восприятие учителями собственных знаний и знаний своих учеников. В исследовании приняли участие 30 учителей английского языка средних и старших классов, преподающих в государственных школах Турции. Для сбора данных были проведены полуструктурированные интервью. Для кодирования, категоризации и систематизации полученных результатов использовалась программа MAXQDA. Результаты показали, что преподаватели рассматривают МК как способность эффективно общаться с представителями различных культур, знание своей собственной, целевой и других культурах, а также развитие позитивного отношения к другим культурам и обществам. Они также подчеркнули неразрывность языка и культуры и важность английского как языка международного общения и прокомментировали свое мнение о наличии или отсутствии МК у себя или своих учеников. Полученные результаты могут дать представление о том, с чего начинать межкультурное обучение и преподавание иностранного языка и каким образом обучать преподавателей АКИ различным аспектам МК.

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