Title Stavovi studenata o interkulturalnoj kompetenciji i implementaciji interkulturalnih sadržaja u nastavi stranih jezika
Title (english) Students' Attitudes Towards Intercultural Competence and the Implementation of Intercultural Content in Foreign Language Teaching
Author Pamela Grozdanić
Mentor Kornelija Mrnjaus (mentor)
Committee member Nena Rončević (predsjednik povjerenstva)
Committee member Kornelija Mrnjaus (član povjerenstva)
Committee member Sofija Vrcelj (član povjerenstva)
Granter University of Rijeka Faculty of Humanities and Social Sciences (Department of Pedagogy) Rijeka
Defense date and country 2021-07-15, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Pedagogy
Abstract Interkulturalna kompetencija zauzela je važno mjesto u poučavanju stranih jezika od kako je pristup usmjeren na razvijanje komunikacijske kompetencije zamijenjen onim usmjerenim na razvijanje interkulturalne kompetencije. Osim toga, interkulturalna kompetencija kao jedna od najvažnijih kompetencija u suvremenom pluralističkom društvu, promiče se i kao međupredmetna tema koju bi svi odgojno-obrazovni djelatnici trebali uklopiti u nastavni proces. U teorijskom dijelu rada nudi se pregled različitih određenja interkulturalne kompetencije, osvrt na potrebne kompetencije nastavnika za poučavanje interkulturalne kompetencije, prikaz na koji se način interkulturalni sadržaji implementiraju u nastavi stranih jezika s naglaskom na njihov utjecaj na razvoj interkulturalne kompetencije među učenicima i pregled dosadašnjih istraživanja koja su obuhvatila nastavnike, studente i učenike stranih jezika, a koja se vežu uz interkulturalnu kompetenciju ili promicanje interkulturalnih sadržaja u nastavi stranih jezika. Temelj za razvoj interkulturalne kompetencije među učenicima pronalazi se u interkulturalnoj kompetentnosti nastavnika, njihovoj sposobnosti za razvijanjem interkulturalne kompetencije među učenicima i adekvatnom inicijalnom obrazovanju. Empirijski dio rada prikazuje rezultate istraživanja u kojem je sudjelovalo 146 ispitanika (od kojih je ukupno 83 predalo nepotpuno riješen mrežni anketni upitnik) diplomskih studija nastavničkog modula na Sveučilištu u Zadru te na Filozofskom fakultetu Sveučilišta Josipa Jurja Strossmayera u Osijeku i Filozofskom fakultetu Sveučilišta u Rijeci. Cilj istraživanja bio je ispitati stavove studenata o inrekulturalnoj kompetenciji i implementaciji interkulturalnih sadržaja u nastavi stranih jezika. Rezultati istraživanja upućuju na pozitivne stavove studenata prema interkulturalnoj kompetenciji i implementaciji interkulturalnih sadržaja u nastavi stranih jezika pri čemu većina studenata zagovara integrirani pristup poučavanju stranog jezika i kulture te smatra kako su aktivnosti poput učeničkih razmjena, školskih izleta, ekskurzija u stranu zemlju, interkulturalnih projekata i interaktivnog učenja najučinkovitije za poticanje interesa za stranu kulturu među učenicima. S obzirom na nezavisne varijable, vidljivo je da postoji statistički značajna razlika s obzirom na spol ispitanika pri čemu žene pokazuju otvorenije stavove za tvrdnje o implementaciji interkulturalnih sadržaja, dok za ostale nezavisne varijable (spol, godina studija, sudjelovanje u ERASMUS programima za mobilnost studenata, upoznatost s pojmom „interkulturalni pristup“, mjesto studija i strani jezik) nisu utvrđene statistički značajne razlike osim za pojedine tvrdnje. Na temelju rezultata predložene su preporuke za obrađivanje interkulturalne kompetencije na sveučilišnim studijama i buduća istraživanja.
Abstract (english) Intercultural competence has taken an important place in foreign language teaching since the communicative competence approach was replaced by that aimed at developing intercultural competence among students. In addition, intercultural competence as one of the most important competencies in a modern pluralistic society is promoted as a cross-curricular topic that all educators should incorporate into their teaching process. The theoretical part of this paper offers an overview of definitions and conceptualizations of intercultural competence, a review of the competencies of teachers necessary for teaching intercultural competence, an overview of how intercultural contents are implemented in foreign language teaching with an emphasis on their impact on the development of intercultural competence among students and a brief description of previous research involving teachers, college students and elementary or high school students, which are related to intercultural competence or the promotion of intercultural content in foreign language teaching. The basis for the development of intercultural competence among students can be seen in the intercultural competence of teachers, teachers’ ability to develop intercultural competence among students and in the adequate initial education for future foreign language teachers. The empirical part shows results of a study conducted on 146 students (of whom a total of 83 submitted an incomplete questionnaire) on educational module of the graduate studies at the University of Zadar, Faculty of Humanities and Social Sciences of the Josip Juraj Strossmayer University of Osijek and the Faculty of Humanities at the University of Rijeka. The research goal was to examine students’ attitudes towards intercultural competence and the implementation of intercultural content in foreign language teaching. The research results show that students have positive attitudes towards intercultural competence and the implementation of intercultural content in foreign language teaching, with the majority of students advocating an integrated approach to teaching a foreign language and culture, and that students consider that the activities such as student exchanges, school trips, excursions, intercultural activities and projects and interactive learning are most effective for stimulating interest in foreign cultures among elementary and high-school students. When it comes to independent variables, there is a statistically significant difference between male and female students, where female students show more open attitudes towards claims about the implementation of intercultural content in foreign language teaching, while for other independent variables (gender, year of study, participation in ERASMUS Programme, familiarity with the concept “intercultural approach”, place of study and foreign language) no statistically significant differences were found except for individual claims in the questionnaire. Based on the results, recommendations for implementation of intercultural content at university programmes aimed at foreign language teachers and for conducting future research on the topic were proposed.
Keywords
interkulturalna kompetencija
implementacija interkulturalnih sadržaja u nastavi stranih jezika
stavovi studenata
Keywords (english)
intercultural competence
implementation of intercultural content in foreign language teaching
students’ attitudes
Language croatian
URN:NBN urn:nbn:hr:186:700084
Study programme Title: Pedagogy (double major) Study programme type: university Study level: graduate Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Study programme Title: English Language and Literature (double major); specializations in: Teaching Track Course: Teaching Track Study programme type: university Study level: graduate Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Type of resource Text
File origin Born digital
Access conditions Open access
Terms of use
Created on 2021-11-05 13:04:43