Microsoft Word tojqi 2 Makale docx

Acquirements of cultural awareness

The second theme of this review is called acquirements since this theme includes the studies emphasizing the benefits of the different aspects of cultural and intercultural awareness. The first acquirement coded under this theme is conversational competency. Tsuda, Shigemitsu, and Murata (2007) stated that strategies and activities using intercultural interaction help students to carry out an effective interaction. Building intercultural competence strengthens students’ language abilities (Sowden, 2007).
The second code named as cultural competency refers to the cultural learning outcomes of intercultural and cultural awareness. It is found that video-conferences carried out with native speakers to improve cultural awareness help students to improve confidence perspectives on different cultures (Wu, Marek & Chen, 2013). Intercultural communication strategies with the aim of developing intercultural awareness emphasize cognitive components as well (Baker, 2008; Ho, 2009). Therefore, Byram and Feng (2004) asserted that the cultural dimension of intercultural awareness should be taken into consideration in EFL classrooms. Students who are introduced to cultural knowledge by teachers through EFL course books and materials develop positive attitudes towards cultural knowledge in the language learning process, enhance cultural awareness by expanding their knowledge of cultural values, beliefs, and behaviors (Atasever Belli, 2018).
The third code-named cognitive competency contains the utilities of intercultural awareness on the cognitive aspect of the students. Cognitive competency includes cognitive skills such as reflective thinking, conflict resolution skills, and empathy. Toyoda (2016) stated that the students who are studying a culturally diverse setting can enrich their cultural awareness and high- order thinking skills. Furthermore, interacting with native speakers assists students to develop empathy, cultural awareness, and conflict resolution skills in communication. Realizing that language is used within a culturally diverse environment helps students to improve their confidence and motivation (Baker, 2015; Su, 2008). In addition, Nugent and Catalano (2015) asserted that critical cultural awareness activities and strategies help students to develop communicative competence and critical thinking skills.
The fourth code referred to as global involvement includes the studies discussing intercultural awareness from an international point of view. Monfred, Mozaheb, and Shahiditabar (2016) indicated that global and local “glocal” way of teaching has been adopted in EFL/ESL culture teaching. Teachers believe that lessons should include cultural elements and students’ own culture should be integrated with the target culture. The emphasis should be on not only target but international culture for cultural awareness. In addition, students educated within the critical cultural awareness perspective of language learning become globally aware and interculturally competent learners (Moeller & Nugent, 2014; Nugent & Catalano, 2015). Alptekin (2002) asserted that since English became an international language, the concept of ‘native speaker’ vanished. Rather than a dominant native speaker culture, an interlanguage which includes the culture of second and foreign speakers should be adopted by language teachers or institutions. Thus, language teaching textbooks and materials should involve both local and international contexts to develop local and international interaction, develop cultural awareness and awareness of differences.
Eventually, as a result of the analysis of 50 selected studies about cultural and intercultural awareness, two main themes emerged as foundations and acquirements. Each theme has four codes. There are codes named as lesson components, interaction, the dynamic and personal connection under the theme called as foundations of cultural awareness which emphasize the role of the EFL classroom in fostering cultural awareness. Furthermore, there are four codes named as conversational competency, cognitive competency, cultural competency, and global involvement coded under the theme called acquirements of cultural awareness which includes studies indicating different aspects of the benefits of cultural awareness.