Interkulturní komunikativní kompetence a její rozvíjení v hodinách anglického jazyka na 2. stupni ZŠ.
| Title in English | Intercultural communicative competence and its development in Czech lower-secondary English classes |
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| Authors | |
| Year of publication | 2011 |
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| Citation | |
| Description | The dissertation deals with the topic of teaching culture and intercultural communicative competence (ICC) in Czech lower-secondary English classes. The core of the study is formed by the development of theoretical and methodological foundations for analyzing teaching culture and ICC in foreign language teaching (FLT) and the design of research instruments for the analysis itself. The study introduces the Model of Intercultural Communicative Competence in FLT (ICC Model) that forms the foundation for the development of a system of categories designed for analyzing teaching culture and ICC and a system of categories adjusted for the analysis of teachers' beliefs about the goals of teaching culture and ICC. These instruments are consequently used in two investigations. The first of them represents an analysis of the realised curriculum in the area of teaching culture and ICC in the 7th and 8th grades of Czech lower-secondary English classes in three regions (Jihomoravský, Olomoucký and Zlínský). This investigation employs the analysis of videotaped lessons and it represents a partial outcome of CPV Video Study of English. The second investigation deals with teachers' beliefs about culture and goals of teaching culture and ICC. It employs qualitative and quantitative content analysis of the utterances of fifty teachers teaching English at Czech lower-secondary schools. The model of teachers' beliefs about culture that was formed through the synthesis of the teachers' utterances is reflected in the goals that teachers emphasize in their teaching of culture and ICC. The results of the second investigation are subsequently compared with the results of the realised curriculum analysis (the first investigation). The research of the realised curriculum did not confirm the implementation of a more balanced distribution of educational goals in the area of teaching culture and ICC. The teachers seem to focus one-sidedly on the cognitive component of ICC and neglect the development of their pupils' skills, attitudes and values. Furthermore, they focus mainly on culture-specific contents in their lessons and seem to neglect those culture-general. Both of these findings reflect the traditional approach to teaching culture in FLT. |
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