Q: “Language exists within the context of culture Q: “Language exists within the context of culture.” How does this statement relate to your teaching?

When do cross-cultural misunderstandings occur? Q: When do cross-cultural misunderstandings occur? Share your own experiences. https://www.youtube.com/watch?v=HXDjJ9KL9bU https://www.youtube.com/watch?v=GOHvMz7dl2A

A man and his son, both unconscious, were admitted to the local hospital ER (Emergency room). The ER doctor on duty, who was the most qualified to deal with their injuries, looked at them and said that another doctor would have to treat them. Why was this?

Share your experiences of prejudice/ stereotypes. Q: https://www.youtube.com/watch?v=_pUtz75lNaw Share your experiences of prejudice/ stereotypes.

Q: Do you think language teachers should promote intercultural competence in class?

As cultural mediators, teachers must provide opportunities for students to participate in critical dialogue about conflicts among cultures and to analyze inconsistencies between mainstream cultural realities and those of different cultural systems. This can be achieved through such activities as simulations and role plays.

"In indirect speech acts the speaker communicates to the hearer more than he actually says by way of relying on their mutually shared background information, both linguistic and nonlinguistic, together with the general powers of rationality and inference on the part of the hearer." http://www.youtube.com/watch?v=U8TnhNxKNlU

1b. I eat nothing (or I don’t eat anything). ( ) competence 1a. I don’t eat nothing. 1b. I eat nothing (or I don’t eat anything). 2a. I recognize the student whom I danced with. 2b. I recognize the student with whom I danced. 3a. I like to strongly reject the view that poor students are lazy. 3b. I like to reject strongly the view that poor students are lazy.

( ) competence Praising: “You look beautiful, Mummy”. Appealing to justice/morality: “All my friends have been to the zoo, except me”. Appealing to emotional blackmail: “I won’t love you any more if you don’t take me to the zoo”. Justifying: “The trip to the zoo is educational”

The ability to understand another speaker's intended meaning is called pragmatic competence. How the transmission of meaning depends not only on the linguistic knowledge of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker, and so on.

Q: How would you help your students to develop their pragmatic awareness?

Use of backchannel cues Pseudo-invitations Conversational exchanges Turn-taking Use of backchannel cues Pseudo-invitations https://www.youtube.com/watch?v=B08UvVwjpG4 http://www.allearsenglish.com/aee-92-american-role-play-conversation-is-the-invitation-real/ (00:40)

Q: Asians tend to have a preference for an inductive pattern for topic introduction, while Westerners show a preference for the deductive pattern. What do you think? 1:50--- https://www.youtube.com/watch?v=rSDntIn6ekE&t=193s 00:15- https://www.youtube.com/watch?v=xQbZuCMLNFs

Research concerning intercultural issues

Academic motivation scale The relationship between motivation and intercultural sensitivity in English achievement (Kim 2004) Subjects 437 college students Methods Academic motivation scale Intercultural sensitivity scale

Results Korean students were highly extrinsically motivated to learning English with only a moderate level of intercultural sensitivity. Students’ level of intercultural interaction was the best predictor of their English achievement. Females and humanities majors were more interculturally sensitive than males and science majors

Assessing intercultural effectiveness outcomes in a year-long study abroad program (Pedersen, 2010) Action research assessing the efficacy of intercultural pedagogy using the Intercultural Development Inventory was conducted in a year-long study abroad program to central England. Three groups were compared using IDI pre and post.

Group 1 students (n = 16) Intercultural effectiveness and diversity training pedagogy including cultural immersion, guided reflection, and intercultural coaching Group 2 (n = 16) in the same study abroad experience without the intervention. Group 3 (n = 13) a control group of students who stayed home.

Results Statistically significant difference was found from pre to post-IDI scores in Group 1. Students’ change in Groups 2 and 3 were not statistically different. Findings from this research suggest that it is not enough to send students to study abroad without intentional pedagogy focused on outcomes of intercultural effectiveness.

An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction (Hismanoglu, 2011) 35 students at the Department of English Language Teaching (ELT) at European University (from beginners to upper-intermediate level)

The participants were asked to warn a group of noisy teenagers to be quiet while watching a film in the cinema. NS participants Could you please keep your voices down? I can’t hear a thing., Could you be quite please?

Reflections of the effect of L1 culture on NNS participants. NNS responses Where we are! Where we are now. Please it’s just 2 hrs. Reflections of the effect of L1 culture on NNS participants. From six students (17%) who gave unacceptable responses to this question, four students (11%) were in the higher proficiency group, whereas two students (6%) were in the lower proficiency group.