Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Intercultural Communicative Competence, Cultural Learning, Intercultural Experiences, Nonnative English-Speaking Teachers
The aim of this study is to identify nonnative English-speaking teachers’ diverse intercultural experiences and what influenced their perceptions to other cultures. The researcher conducted interviews with nine participants to collect the data. Semi-structured interviews adapted from Zhou (2011) and background surveys were used. The participants were nonnative English-speaking teachers in South Korea and the U.S. They shared their unique experiences in intercultural situations and provided the causes of their intercultural experiences and how their experiences had affected their teaching and learning culture. The findings are as follows: 1) the participants’ intercultural experiences were related to language (English) and/or culture regardless of whether their experiences were positive or embarrassing. 2) They could learn culture in diverse ways such as culture learning in school, their own experiences of teaching culture to students, and their in-person and/or indirect experiences. 3) Most of them showed positive views to each way they had learned other cultures. The findings pointed to the prominence of first- and second-hand experiences to develop one’s level of ICC.
Hwang, Yoonhee, "A Study on Nonnative English-Speaking Teachers’ Perceptions of Intercultural Communicative Competence" (2022). Culminating Projects in TESL. 40.