Abstract

The globalized era together with demographic, geographical, and structural changes to English has reshaped the landscape of English language teaching (ELT) and emphasized the importance of preparing language learners for intercultural communication. It is becoming increasingly difficult to ignore the relations of language and culture. The aim of the present study was to assess intercultural factors in learning and education on Iranian EFL and Non-EFL learners in terms of their attitude, knowledge, awareness, and skill. A quantitative research method was applied with 400 high school students who were 215 EFL Learners and 185 Non-EFL Learners which included both genders in the Summer term in 2019. The convenience sampling method was used. A questionnaire (by Fantini, 1999, Brattleboro, Vermont, USA; revised, 2013) was run. It was valid because it was a standardized questionnaire and its reliability was checked via Cronbach’s alpha (p < 0.000). The result of data analysis proved that taking EFL classes in institutions could be effective and based on the findings, it can be concluded that at least in the Iranian context participating in English classes in language institutions has a positive effect on their intercultural competence. The study showed the differences in intercultural competence in which EFL learners were more competent than non-EFL learners. Regarding pedagogical implications, the findings of this study can shed light on the book designer and teachers in schools.

摘要

全球化时代以及英语的人口、地理和结构变化重塑了英语教学 (ELT) 的格局，并强调了语言学习者为跨文化交流做好准备的重要性。越来越难以忽视语言和文化的关系。本研究的目的是评估伊朗 EFL 和非 EFL 学习者的态度、知识、意识和技能在学习和教育中的跨文化因素。对 400 名高中生应用了定量研究方法，其中 215 名 EFL 学习者和 185 名非 EFL 学习者在 2019 年夏季学期中包括男女。使用便利抽样方法。一份问卷（范蒂尼，1999, Brattleboro, 佛蒙特州, 美国; 2013 年修订）运行。它是有效的，因为它是一个标准化的问卷，并且通过 Cronbach's alpha（p < 0.000）检查了其可靠性。数据分析的结果证明，在机构中参加 EFL 课程是有效的，根据调查结果，可以得出结论，至少在伊朗语境中，在语言机构中参加英语课程对其跨文化能力有积极影响。该研究显示了跨文化能力的差异，其中 EFL 学习者比非 EFL 学习者更有能力。关于教学意义，这项研究的结果可以为学校的书籍设计者和教师提供启示。