The study was interrelated to the researcher’s field and background experience for this was about teaching and assessing intercultural communicative competence. The focus of the study was part of communication skills specifically "Interactive English" which was one of the subject taken by the researcher. The study provided sufficient information for this was only focused on assessing intercultural communicative competence among selected Grade 4 learners.
The results that were obtained from this study will contribute updated and enhanced discoveries and notions regarding assessing intercultural communicative competence.
Table of Contents
Chapter I
Introduction
Background of the Study
Related Literature
Conceptual Framework
Research Paradigm
Statement of the Problem
Significance of the Study
Scope and Delimitations of the Study
Definition of Terms
Chapter II
Methodology
Research Design
Population and Sampling
Research Instrument
Data Gathering Procedure
Data Analysis
Chapter III
Results
Demographic Profile of the Pupils
Intercultural Communicative Competence of the Pupils through Themed Writing.
Teaching strategies of Teacher
Subject-related Strategies
Descriptive Correlation between teaching strategies and competency among students
Chapter IV
Discussion
Conclusions
Recommendations
Research Objectives and Themes
This study aims to assess the Intercultural Communicative Competence (ICC) of Grade IV elementary students and investigate how specific teaching strategies influence their communicative performance within an English language context.
- Assessment of students' ICC levels through themed writing tasks.
- Identification of common teaching strategies used by English educators.
- Analysis of the correlation between teacher instruction and student competence.
- Development of insights for enhancing language proficiency in diverse cultural settings.
Excerpt from the Book
Background of the Study
Modern educational institutions demand learners to be viable contributors and participants in a linguistically and culturally diverse society. This implies the significance of man’s ability to interact appropriately and effectively with those from other cultural backgrounds. Through speaking using a particular language with accuracy and fluency and with tolerance and flexibility in dealing with cultural differences, an individual can share his thoughts and sentiments to other people.
In a classroom setting, achieving a successful communicative competence can be hindered by the learner’s different language, traditions, religion, customs and norms. The researcher had a credence that diversities of cultures has the capability to apprehend in communication, but the study of intercultural communicative competence can make a difference for it will cultivate the learners’ proficiency in communicating across cultures to endow them a competitive advantage in the ever demanding world. According to Byram (1997) someone who gains skills in intercultural communicative competence is an individual who is successful in: building relationships while speaking the language of the other participant; negotiating how to effectively communicate so that both individuals’ communicative needs are addressed; mediating conversations between those of diverse cultural backgrounds. This final characteristic stresses that when an effective intercultural communicator learns to interact with those from a specific culture, a foundation of language and culture learning has been built, and that individual is more likely to continue to gather linguistic information from other cultures in order to broaden her spectrum of intercultural encounters.
Chapter Summaries
Chapter I: Outlines the necessity of Intercultural Communicative Competence in modern education, establishes the conceptual framework, and defines the research problem and objectives.
Chapter II: Details the research design, specifically the descriptive method used, the demographic profile of the respondents, and the instruments employed for data gathering.
Chapter III: Presents the gathered data, including tables illustrating student performance in themed writing and the evaluation of various teaching and subject-related strategies.
Chapter IV: Discusses the research findings, offers conclusions regarding the effectiveness of current teaching strategies, and provides recommendations for educators and administrators.
Keywords
Intercultural Communicative Competence, ICC, Themed Writing, Teaching Strategies, English Language Education, Cultural Diversity, Communicative Proficiency, Grade IV Learners, Educational Assessment, Descriptive Correlation, Language Learning, Classroom Interaction, Student Performance, Pedagogical Strategies, Global Competence.
Frequently Asked Questions
What is the core focus of this research study?
The research focuses on assessing the level of Intercultural Communicative Competence (ICC) among Grade IV elementary students and analyzing the influence of teacher strategies on this competence.
What are the primary themes addressed in this work?
The study covers themes such as language diversity in the classroom, the role of themed writing, teacher pedagogical methods, and the correlation between instructional techniques and student outcomes.
What is the overarching research goal?
The goal is to determine the extent of ICC among Grade IV pupils and understand how teaching interventions can be tailored to improve communicative performance across cultural boundaries.
Which methodology was employed to conduct this study?
The researcher utilized a descriptive research method, involving questionnaires for both teachers and students, as well as a themed writing exercise to evaluate ICC levels.
What does the main body of the work examine?
The main body examines demographic profiles, compares teaching strategies, analyzes writing results, and explores the descriptive correlation between these pedagogical variables and student competence.
Which keywords define this research?
Key terms include Intercultural Communicative Competence, themed writing, teaching strategies, language proficiency, and classroom interaction.
How is Intercultural Communicative Competence (ICC) defined in this text?
ICC is defined as the enrichment of an individual's ability to transcend their own culture, function effectively within diverse cultural backgrounds, and develop communicative proficiency.
What conclusions were reached regarding the correlation between teachers and student results?
The study concluded that the high level of student competence is directly linked to the effective set of teaching and subject-related strategies implemented by the educators.
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- Hannah Grace Domingo (Autor:in), 2018, Assessing Intercultural Communicative Competence, München, GRIN Verlag, https://www.grin.com/document/456073
