The Impact of Intercultural Communication Competence (ICC) Instruction on Korean Students’ Motivation and Attitudes
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This present study aims to investigate the impact of explicit instruction designed to improve intercultural communication competence (ICC) focusing on practice as well as theories on the motivation and attitudes of Korean students at tertiary levels. A total of 52 university students who are majoring in English Language and Culture participated in the Attitudes and Motivation Test Battery (AMTB) questionnaire. The pretest results indicated that the students held relatively positive attitudes toward English and English speaking cultures while they did not have high motivation for the study English as L2. Despite an unsatisfactory outcome for enhancing their overall motivation, the comparison of the pre- and posttest data showed that the implementation of the ICC curriculum increased the students’ integrative motivation as well as had a positive impact on their overall attitudes toward English and English speaking cultures. As pedagogical implications, ICC instruction which integrates cultural theories with practices and its curricular modification for enhancing students’ motivation considering contextual factors is suggested.
Abstract
This present study aims to investigate the impact of explicit instruction designed to improve intercultural communication competence (ICC) focusing on practice as well as theories on the motivation and attitudes of Korean students at tertiary levels. A total of 52 university students who are majoring in English Language and Culture participated in the Attitudes and Motivation Test Battery (AMTB) questionnaire. The pretest results indicated that the students held relatively positive attitudes toward English and English speaking cultures while they did not have high motivation for the study English as L2. Despite an unsatisfactory outcome for enhancing their overall motivation, the comparison of the pre- and posttest data showed that the implementation of the ICC curriculum increased the students’ integrative motivation as well as had a positive impact on their overall attitudes toward English and English speaking cultures. As pedagogical implications, ICC instruction which integrates cultural theories with practices and its curricular modification for enhancing students’ motivation considering contextual factors is suggested.
참고문헌 (83)
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