Masoomeh Estaji; Zahra Jahanshiri
Abstract
This study examined the inner, outer, and expanding circle native as well as non-native English teachers’ Pedagogical Knowledge (PK) in an English as an International Language context. The data were collected from 14 native English teachers from the inner circle and 50 non-native teachers from ...
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This study examined the inner, outer, and expanding circle native as well as non-native English teachers’ Pedagogical Knowledge (PK) in an English as an International Language context. The data were collected from 14 native English teachers from the inner circle and 50 non-native teachers from the outer and expanding circle, using a Pedagogical Knowledge questionnaire and semi-structured interview. The quantitative results revealed that the participants in the three groups had high perceptions of pedagogical knowledge, and that there were significant differences between the inner, outer, and expanding circle teachers in terms of their total pedagogical knowledge except for the subscale of “knowledge of learners”. The participants considered English a communication tool while not finding it necessary but helpful to become familiar with all world Englishes and the knowledge type required in those contexts.
Masoomeh Estaji; Ali Rahimi
Volume 6, Issue 2 , September 2018, , Pages 1-18
Abstract
This study aimed to examine the effect of EFL teachers’ level of instruction, education, and experience on their perceptions of Intercultural Communicative Competence (ICC) on the one hand and the effect of teachers’ ICC perceptions on their practices of teaching culture on the other. The ...
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This study aimed to examine the effect of EFL teachers’ level of instruction, education, and experience on their perceptions of Intercultural Communicative Competence (ICC) on the one hand and the effect of teachers’ ICC perceptions on their practices of teaching culture on the other. The participants of this study were 111 EFL teachers (59 males, 52 females), selected through purposive sampling. In order to collect data, this study used a Likert scale questionnaire developed by Zhou (2011) and a semi-structured interview (with 12 instructors). The findings revealed that there were no significant differences in the participants’ perceptions of ICC in terms of their level of experience, education, and instruction. However, it was found that, the participants' perceptions of ICC did have a role in their self-perceived instructional practices. Qualitative analyses further evinced that ICC is of paramount significance to most EFL teachers. In brief, the findings suggest that with the increasing influence of globalization, teachers of language need to become teachers of language and culture, developing the specific elements of intercultural competence.