Iranian EFL Teachers’ Perceptions, Practices and Problems Regarding Raising Students’ Intercultural Awareness

Abstract

Intercultural approaches to language learning and teaching are strongly advocated and implemented in ESL contexts. However, little empirical research has addressed the extent to which such approaches are actually operationalized in EFL contexts and what the roles of the teachers are. This study investigated perceptions, practices and problems of 100 Iranian EFL teachers regarding raising students’ Intercultural Communicative Competence (ICC) awareness. Based on a mixed-method design, using questionnaire, observation, and interview, the findings indicated an apparent disparity between teachers’ perceptions about ICC and their current classroom practices. Teachers also identified and discussed a lack of training, time, and support to raise language learners’ ICC awareness. This study provides strong empirical evidence supporting the claim that it is difficult for EFL teachers to integrate culture into their teaching in order to develop learners’ intercultural competence.