The Construction of Intercultural Knowledge in a Korean High School EFL Classroom

The present investigation was undertaken to examine the construction of Korean EFL learners' intercultural knowledge in a high school sophomore classroom. The classroom interactions among a non-native English speaking EFL teacher and her students were observed in eight classes between March and June 2009 and audio-recorded. In addition, semi-structured interviews were conducted with the teacher and students. The findings show that the students were provided few opportunities to construct their intercultural knowledge. The infrequent cases of intercultural knowledge construction took place in three types: teacher-led construction of intercultural knowledge, students-led construction of intercultural knowledge, and construction of intercultural knowledge led both by the teacher and students. While engaging in the three types of process of intercultural knowledge construction, the teacher focused mainly on using the processes as a means to improve the students' textbook comprehension and maintaining her authority as an EFL teacher. Interestingly, the students considered the type of construction of intercultural knowledge led both by the teacher and students their most favorite type due to the perceived presence of rapport between them and the teacher. Based on the findings, a number of pedagogical implications are suggested.