Perception of Teachers on Intercultural Communicative Competence in Teaching of English as Foreign Language (EFL) in Balochistan

Abstract

The largest of Pakistan's four provinces, Balochistan, covers a territory of 347,190 square kilometers, or 43.6% of the country's total landmass. In comparison to other provinces, it is the smallest and has a clustered population. This study sought to investigate how EFL teachers' levels of training, education, and experience influenced their conceptions of intercultural communication competence (ICC), on the one hand, and how those perceptions affected how they taught culture, on the other in Balochistan. The results showed that regardless of the participants' level of training, education, or experience, there were no appreciable differences in how they perceived the ICC. It was discovered, however, that the teachers' preconceptions of ICC did play a part in how they perceived their own instructional practices. Qualitative analyses further demonstrated the importance of ICC to the majority of EFL teachers. In short, the findings imply that, in light of the growing impact of globalization, language teachers must also teach about culture in order to foster the specific components of intercultural competence