Teaching Local Minor Culture in English class: From the Perspective of Intercultural Communication Competence

Few empirical studies have examined teaching local minor culture in English class from the perspective of intercultural communication competence. The present study employed questionnaires to investigate 412 students from high schools to universities. The questionnaire consisted of two main parts: first on the teaching of local minor culture in English class; second on students’ perceptions on the issue. Statistical analyses indicated that the questionnaires were highly reliable and valid. Results showed that local culture was seldom taught in English class. Despite their interests in learning local culture in English class, students were not satisfied with the learning contexts. Results of multiple linear regression analyses produced a model: Y (learning behavior) =0.83 + 0.116 X1 (affective attitude) + 0.539 X2 (contextual perception), indicating that contextual perception exerts greater impact on learning behavior (1:0.359), followed by affective attitude (1:0.116). Implications were discussed in relation to classroom practices.