Promoting Intercultural Competence of Turkish EFL Pre-Service Teachers via Twitter

Autor/inn/en	Harmandaoglu Baz, Esra; Isisag, Korkut Uluç
Titel	Promoting Intercultural Competence of Turkish EFL Pre-Service Teachers via Twitter
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 3, S.104-132 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Harmandaoglu Baz, Esra) ORCID (Isisag, Korkut Uluç)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Cultural Awareness; English (Second Language); Social Media; Preservice Teachers; Second Language Learning; Second Language Instruction; Foreign Countries; Student Attitudes; Social Networks; Food; Nonverbal Communication; Leisure Time; Family Relationship; Marriage; Language Teachers; Turkey + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Medien; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerverhalten; Social network; Soziales Netzwerk; Lebensmittel; Non-verbal communication; Nonverbale Kommunikation; Freizeit; Ehe; Language teacher; Sprachunterricht; Türkei
Abstract	Promoting intercultural competence of learners during language learning process has been found crucial recently. However, this side of language learning has been neglected. Teachers complain about lack of time, up-to-date materials about other cultures, and access to cultural materials. This paper searched for a way to promote intercultural competence in an innovative way, that is, by using Twitter, the second most popular social networking site. Twenty-one pre-service teachers took part in the study by doing research about other cultures in six different topics, namely, food and drink style, clothing style, leisure time activities, family relationships, body language and marriage/wedding traditions during six weeks and by sharing what they found via Twitter. Pre (prior to the implementation) and post (following the implementation) interviews were conducted in order to see the differences in their opinions. Reports were required from the pre-service teachers weekly in order to check their remarks during the process. The analysis of the interview and reports revealed that pre-service teachers considerably increased their intercultural communicative competence (ICC) in terms of knowledge and attitude dimensions with the help of Twitter. Therefore, this study suggests that Twitter is effective in developing ICC of pre-service teachers regarding knowledge and attitudes dimension. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01