Volume 10, Issue 2 (2019)                   LRR 2019, 10(2): 171-200 | Back to browse issues page

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Sadidi S, Letafati R, Shairi H, Navarchi A. The Formation of Writers’ Intercultural Identity through Writing Practice in The Course of French Language. . LRR. 2019; 10 (2) :171-200
URL: http://lrr.modares.ac.ir/article-14-22354-en.html
1- Tarbiat Modares , s.sadidi@yahoo.com
2- Tarbiat Modares
3- Ph.D. in French Language Teaching- Assistant Professor- Al – Zahra University – Tehran – Iran
Abstract:   (6540 Views)
Teaching/learning the intercultural skill is an important part of teaching French as a foreign language. The intercultural skill as a life skill, is an ability to think about own and foreign culture, having an objective look and an open attitude toward the situations including cultural differences. Because of its subjective nature, teaching these skills is not possible only by transferring the teacher’s knowledge to a learner. It is necessary for students to be involved in the exchange of information in order to internalize these skills. In the case of Iranian learners who are studying French in a non-French country, arranging such opportunities in the classroom is one of the most important challenges with them any teacher should be faced.
Considering the fact that writing, - especially its creative and subjective forms– plays an important role in the personality’s development, the purpose of this study is to verify the efficacy of an intercultural approach in an FFL Iranian class and see which obstacles should be avoided in the identity formation process in order to help Iranian language teachers to transform their writing class to an excellent place for improving the intercultural competence. Achieving this goal, we tried to answer the following questions:
  1. How writing can contribute to the development of intercultural competence?
  2. How the intercultural approach will influence the intercultural identity formation in the writing class?
So we attempt to design an educational scenario, based on Kolletta's intercultural approach, which gives students the opportunity to develop their intercultural identity in a creative writing workshop and we noted student’s reactions to this approach.
Students writings were scored for cognitive, emotional and imaginative functions and the comparison between experimental and a control group, performed by the independent T-test showed that although both groups had succeeded as intercultural mediators, the experimental group members wrote relatively longer and more creative texts.
 
 
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Article Type: مقالات علمی پژوهشی | Subject: language teaching
Published: 2019/06/15

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