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Cultural elements and their potentials to develop students’ intercultural competence: A survey on English textbooks used in classes of language skills at University of Foreign Languages, Hue University

This paper presents the results of a survey on English textbooks used for teaching language skills at the Department of English and the Department of International Studies, Hue University of Foreign Languages. | Tạp chí Khoa học Ngôn ngữ và Văn hóa ISSN 2525 2674 Tập 3 Số 1 2019 CULTURAL ELEMENTS AND THEIR POTENTIALS TO DEVELOP STUDENTS INTERCULTURAL COMPETENCE A SURVEY ON ENGLISH TEXTBOOKS USED IN CLASSES OF LANGUAGE SKILLS AT UNIVERSITY OF FOREIGN LANGUAGES HUE UNIVERSITY Cao Le Thanh Hai Truong Thi Ai Nhi University of Foreign Languages Hue University Received 01 08 2018 Revised 12 09 2018 Accepted 22 04 2019 Abstract Intercultural competence is one of the most fundamental components that should be developed among language users and can be attained in many different ways. Several studies have suggested that cultural elements incorporated in English textbooks can be of great significance in helping learners acquired intercultural competence. This paper presents the results of a survey on English textbooks used for teaching language skills at the Department of English and the Department of International Studies Hue University of Foreign Languages. The findings reveal an inclusion of several usable cultural elements from both the inner circle and outer circle cultures in such textbooks however most of them reflect surface cultural values rather than deep cultural ones. Besides although deep culture elements are incorporated these are addressed at a pretty shallow level. It is suggested that in order to enhance students intercultural competence teachers and students need further effort to take full advantage of the available cultural elements. This paper also gives recommendation on effective use of such elements. Key words Deep cultural values intercultural competence surface cultural values 1. Introduction The last few decades have witnessed one of the most fundamental changes in language learning and teaching - the recognition of the cultural dimension as a vital component. This change has largely transformed the nature of teaching and learning languages. In other words the aim of language learning and teaching is no longer defined in terms of the acquisition and the .