Effect of a culturalist versus an interculturalist approach in ELT on Turkish EFL teacher candidates‟ proteophilic competence

Tekin, Mustafa
This thesis reports a quasi-experimental study on the effect of taking a native-speakerist/culturalist versus critical ELF-informed/interculturalist approach in ELT on a group of English as a Foreign Language (EFL) teacher candidates’ proteophilic competence (PC). The quantitative data were collected through the Proteophilic Competence Survey (PCS), English Varieties Attitude Survey (EVAS), ELF Opinion Survey (ELFOS) and a Listening Comprehension Test (LCT). The qualitative data were collected by means of interviews and written reports. MANOVA, correlations, t-tests, and post-hoc tests were administered on the quantitative data. The results indicated a significant relationship between the participants’ PC levels and their attitudes towards different English varieties. Besides, it was found that the type of instructional practice could significantly affect PC level. The qualitative data supported the quantitative findings, indicating an increase of PC level in the interculturalist group at the end of the intervention. The data also revealed that the majority of Turkish EFL teacher candidates do not have a liquid and dynamic understanding of culture, but they rather have a traditional understanding of both culture and its place in ELT, as well as the English variety to be used in the language classroom. However, perceptional changes were reported by the interculturalist experimental group students following the intervention, which points to the positive impact of the instructional practices in this group. In the light of the findings of this study, the ELF-informed PC model was created and suggested for further research.