Incorporating Culture-Sensitive Communicative Tasks in EFL Courses
DOI:
https://doi.org/10.5281/zenodo.17718932Ключевые слова:
culture-sensitive pedagogy, communicative tasks, intercultural communicative competence, EFL methodology, task-based learningАннотация
This study examines the growing need to foster intercultural communicative competence (ICC) in English as a
Foreign Language (EFL) instruction, particularly as English increasingly functions as a lingua franca among speakers from
diverse cultural backgrounds. It explores the design and implementation of culture-sensitive communicative tasks aimed
at enhancing learners’ pragmatic awareness, empathy, and cross-cultural communication skills. Drawing on Byram’s ICC
model (1997), Communicative Language Teaching (CLT), and Task-Based Language Teaching (TBLT), the qualitative
analysis investigates teacher practices and student responses in university EFL classrooms. The findings indicate that
culture-sensitive tasks deepen learner engagement, promote intercultural reflection, and strengthen pragmatic flexibility,
offering valuable pedagogical implications for curriculum development and teacher training
Библиографические ссылки
1. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2),
77–101.
3. Ellis, R. (2017). Task-Based Language Teaching: Theory and Practice. Cambridge University Press.
4. Jenkins, J. (2015). Global Englishes: A Resource Book for Students. Routledge.
5. Kramsch, C. (2013). Culture in Foreign Language Teaching. Oxford University Press.
6. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University
Press.
7. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University
Press.
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