Reframing intercultural communicative competence echoed in the Indonesian EFL learners’ responding texts: a discursive approach  

Oleh:

Abdullah, Fuad ; Tandiana, Soni Tantan

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 157-161.
Topik: Intercultural Communicative Competence; Indonesian EFL learners; learners’ responding texts; Discourse Historical Approach
Fulltext: 157-161.Fuad Abdullah, Soni Tantan Tandiana.pdf (478.18KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Globalisation, advancement of information, communication and technology, and borderless nations have altered people to enter interconnected society globally. Hence, individuals should be able to foster their Intercultural Communicative Competence (hereafter, ICC). Conversely, linguistic teaching (grammatical-based language teaching) still rules the majority of EFL classrooms, notably in Indonesia. Besides, the empirical scrutiny viewing ICC from the discursive lens remains scarce. Therefore, informed by Discourse Historical Approach (Reisigl & Wodak, 2001), this study emphasised on exploring the Indonesian EFL learners’ ICC discursively from their responding texts. The corpus of this study was 45 learners’ responding texts at an Indonesian state university. The findings divulged that the Indonesian EFL learners were able to (1) recognise key factors of misunderstanding, (2) establish intercultural awareness, (3) identify culture shocks, (4) reframe discursive positions of social actors within a text, and (5) demonstrate cultural adaptation. With this in mind, ICC affects the learners’ typical attitudes, knowledge and skills to advocate their linguistic, sociolinguistic and discourse competences. Allowing the learners to critically analyse their own cultures and other cultures enables them to shape their mutual understanding. This can lead English Language Teaching (ELT) practices to assist the learners to be ‘intercultural speakers’ or ‘mediators’ (e.g. being able to organise communication and interaction among people possessing diverse cultural identities and languages). For this reason, the roles of native speakers of English (NS) as a central reference for the EFL learners should be substituted by intercultural speakers (IS) in terms of performing foreign language teaching and learning activities (e.g. English language education). By doing so, the hegemony of native-speakerism could be gradually mitigated. Therefore, more technically, the tasks of the EFL teachers are not to devote holistic information or to carry foreign society to the classrooms for being observed and adopted by the learners but to relativize their own cultural values, beliefs, behaviours and otherness (Byram, Gribkova & Starkey, 2002). Pedagogically speaking, it enables both the teachers and the learners to reframe their worldviews, to possess open-minded thoughts, to avoid committing stereotypes and to amplify intercultural awareness.

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