Hello everyone,
I have a question about analyzing the cross-cultural communication needs of EFL learners. The aim is to create a short syllabus for students whose background knowledge of the target culture is at a basic level while their level of English is assumed to be above average. The aim of the syllabus is to increase students' awareness/knowledge/understanding of intercultural communication. Students were never exposed to cultural content in a direct way (they do not know concepts such as components of culture, culture shock, etc.).
The ultimate goal for students being enrolled in this program is to become teachers of the English language. They have rare contact with native English speakers.
The time allotted for this unit is 42 hours (21 hours = for lectures, 21 hours = for TD sessions where they practice the information gained during the lecture). The time spent for each session is 1h30.
Now, I try to set objectives as well as the content to be taught based on the teachers 'perspectives, the learners' needs, and the scholarly works. An interview is designed to address the teachers. As for the analysis of students' needs, I do not have a clear idea of what sections the questionnaire should include. Sometimes I think of dividing it into (necessities, lacks, wants, and learning needs).
This is my problem. I am unable to specify what and how the elements of the questionnaire should be. (Content elements, assessment and evaluation, learning styles, present situations analysis, target situation analysis ... etc.). Is there any model that addresses cross-cultural communication in the context of English as a foreign language by means of raising students' awareness?
Thank you in advance
As I understood your description, you plan to design an ESP course, emphasizing cross-cultural communication, based on students’ needs analysis. In this regard, you could go through the framework proposed by Huhta et al., (2013) on the holistic approach to needs analysis. Since the graduates of your program would be EFL teachers, I would recommend reading Sehlaoui’s (2001) paper for insights on developing cross-cultural communicative competence. Besides, Nakamura (1998) could render insights on how to design a cross-cultural syllabus in the EFL context.
References
Huhta, M., Vogt, K., Johnson, E., Tulkki, H., & Hall, D. R. (2013). Needs analysis for language course design: A holistic approach to ESP. Cambridge University Press. https://books.google.com/books/about/Needs_Analysis_for_Language_Course_Desig.html?id=k5AP9J9Z8CUC
Nakamura, K. (1998). A cross-cultural syllabus for EFL college students: developing cross-cultural communicative competence at the tertiary level. Language and Culture: The Journal of the Institute for Language and Culture, 2, 1-22. https://konan-u.repo.nii.ac.jp/?action=repository_action_common_download&item_id=309&item_no=1&attribute_id=22&file_no=1
Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence in pre-service ESL/EFL teachers: A critical perspective. Language, Culture and Curriculum, 14(1), 42–57. https://doi.org/10.1080/07908310108666611
Mohialdeen Alotumi I appreciate your rich response... I will definitely consider the references you have mentioned. just a remark, it is not an ESP course, it is an academic course but students are taught differently in two semesters. what I am trying to plan is only meant for one semester.
You might want to design an adaptable questionnaire for different respondents.
Stereotypes are useful generalizations, but when they're introduced, they need to be nuanced in class. Here is a PowerPoint about "Ethnic Humor":
Hi, at present I am giving a lecture on transcultural Nursing. This course is very relevant now that nurses are in demand around the world. One of the activities that I find simple yet can already create cultural encounters among them is for the students to make their profile which includes ethnicity and religion; including the country (dream destination) they have to provide reasons why they have chosen that country and they have to present it in the class. Another learning strategy is to have a case analysis (situation analysis) for them to identify factors that promotes cultural competence and barriers affecting provision of culturally congruent sensitive nursing care.
Indeed, the concept of communication in itself needs analysis, may it be intrapersonal, interpersonal, intercultural and/or cross-cultural or whatever type of communication in nature. For the students to fully understand the principles, theories, frameworks of intercultural or cross-cultural communication such as in the performances of artistic activities, linguistic activities, and cultural activities, one has to understand through analysis and evaluation the basic foundations of the concepts under the field of communication and its interdisciplinary frameworks. We usually put the efforts of analysis also through contextual articulation and interpretation of their specified culture. You can use Semiotics for linguistic activities. You can Performance Analysis (Pavis, Carlson etc) for performative activities. You can use Social Analysis (Inglis et al) for cultural activities.
Good evening, you can use the long conversation and also the question format between speakers of different cultures you will get different answers and this will lead you to the new form of the questionnaire you are looking for
Here are some PowerPoints designed for teaching English as Foreign Language. Enjoy. International Society for Humor Studies: http://www.humorstudies.org/ . Also check out Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is now available. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:
Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology Addendum: Accidental Humor
We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen [email protected] [email protected] .
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