scholarly journals The Use of a Blog for the Development of Intercultural Communicative Competence: the case of Tunisian and American Students

2020 ◽  
Vol 88 ◽  
pp. 02011
Author(s):  
Nadia Abid ◽  
Asma Moalla ◽  
Iraj Omidvar
Keyword(s):  
Communicative Competence ◽  
The Other ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Intercultural Awareness ◽  
Foreign Culture ◽  
American Students ◽  
Culturally Different ◽  
The Usa ◽  
Students Satisfaction

This paper is a report on a three-month telecollaboration between two groups of students studying in ISEAH of Sbeitla in Tunisia and SPSU, Atlanta, GA, in the USA. By bringing together students from two culturally and linguistically different environments, the telecollaboration aims at helping them communicate interculturally and raise their intercultural awareness and understanding. By means of a blog, students exchanged, discussed, and compared information about their cultures in the form of stories of which they are the main characters. The telecollaboration was evaluated by means of a questionnaire inquiring about students’ satisfaction with the use of the blog, the knowledge they gained of the foreign culture, their attitudes toward it, and the intercultural communicative skills acquired. The findings revealed participants’ satisfaction with the use of the blog as a means of communication and intercultural learning. It was also found out that students’ development of intercultural communicative competence manifested in their knowledge of the other culture and people, a change in their attitudes towards them, an ability to communicate with culturally different people, and an increased awareness of themselves and the other group.

scholarly journals Implementing Critical Thinking Tasks to Fostering English Learners’ Intercultural Communicative Competence in a Genre-based Learning Environment

2018 ◽  
Vol 11 (12) ◽  
pp. 154
Author(s):  
Luis Fernando Gómez-Rodríguez
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Two Samples ◽  
Significant Step ◽  
Deep Culture

The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners’ intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, the article explains how the skills of discovery, of interpreting, and of relating, contained in the concept of ICC, can be articulated, complemented, and enhanced gradually through a set of more specific Critical Thinking Tasks. These mental skills can be useful to help learners understand, discover, interpret, and evaluate critically elements of deep culture that appear in different documents, genres, or texts produced by English-spoken cultures, other language communities, and learners’ own culture. Doing critical thinking tasks through genre-based approach can constitute a preliminary but significant step to enhance English learners’ critical intercultural awareness in EFL learning environments.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

scholarly journals Content-based instruction in the flipped classroom to enhance EFL learners’ intercultural communicative competence

2021 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Rohmy Husniah ◽  
Nicholas Lischynsky ◽  
Abdul Ghani Abu ◽  
Farah Natchiar
Keyword(s):  
Flipped Classroom ◽  
Qualitative Data ◽  
Communicative Competence ◽  
Private University ◽  
English Department ◽  
Classroom Setting ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Based Instruction ◽  
Students Satisfaction

The use of educational technology has given rise to the flipped classroom in providing learners with opportunities for active learning and engaging with material inside and outside class. Many previous studies have reported students’ satisfaction in using the flipped classroom for medical, math, and English courses; however, research on using flipped classroom to enhance learners’ intercultural communicative competence (ICC) in the EFL classroom remains insufficient. Therefore, this paper studies a one-semester project in which learners developed their ICC skills through content-based instruction (CBI) in a flipped classroom setting. Twenty-six students in the English department of a private university in Indonesia participated in this study. Using qualitative data analysis, the results show that CBI and flipped classroom improved the participants’ ICC significantly. These results could be valuable for those who wish to conduct similar research.

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

Teaching Cultural Differences through Korean Canadians: Teaching Material Development for English as a Foreign Language Classes

2019 ◽  
Vol 9 (3) ◽  
pp. 41-65
Author(s):  
Mátyás Bánhegyi ◽  
Judit Nagy
Keyword(s):  
Foreign Language ◽  
Potential Model ◽  
Communicative Competence ◽  
Teaching Material ◽  
Competence Model ◽  
Intercultural Communicative Competence ◽  
Teaching Materials ◽  
Communicative Skills ◽  
Material Development ◽  
Canadian Content

Abstract Introduction: Students of English as a foreign language must possess intercultural communicative skills in order to be able to interpret and discuss the cultural diversity that surrounds them when they use English for communicational purposes. This paper claims, and is based on the conviction, that the development of these skills takes place primarily through teaching English as a foreign language (EFL) in most educational contexts. This approach is facilitated by the fact that the English language functions as the most widely used foreign language in the context of culture teaching. Methods: Based on these considerations and with a view to theoretical and practical aspects concerning teaching material development, the presented study discusses some fundamental concepts associated with the relationship between teaching EFL, teaching cultural information and developing students’ intercultural skills. After reviewing potential theories, it adopts Byram’s (1997, 2008) Intercultural Communicative Competence model as a theoretical foundation for creating teaching materials for the purpose of developing students’ intercultural communicative skills. Results: The study presents the results of this endeavour through the example of author-designed worksheets focusing on Canadian content, and analyses a worksheet that covers Korean immigrant culture in Canada in order to demonstrate, with the help of this example, how theoretical considerations can be put into practice in the scope of developing teaching materials with Canadian content focusing on the development of intercultural communicative skills. Discussion: Within the scope of English as a foreign language, Byram’s (1997, 2008) Intercultural Communicative Competence model proves a very practical model to be used for the purpose of designing worksheets that develop students’ intercultural communicative skills: this is proved on the basis of the analysis of the above-mentioned worksheet. It is also demonstrated that teaching intercultural communicative skills through Canadian contents is a feasible and practicable way of introducing students to the concept of interculturality through the cultural heritage of an English-speaking country. Limitations: The theoretical background and the teaching material development project described below can serve as a potential model for designing similar worksheets, but the actual use and efficiency of this and similar worksheets depends on the applicable national curriculum and the specificities (primarily the language and motivational levels) of the class where such materials are intended for use. This also means that some aspects of the project are worth reconsidering when one intends to design their own teaching materials. Conclusion: For the design of worksheets developing intercultural communicative skills, this study provides a tried and tested methodological model to follow and presents a worksheet that can function as a potential model. In addition, this paper hopes to generate further research in the field of developing teaching materials focusing either on the development of intercultural communicative skills or on Canadian culture, and, through setting an example, it encourages the creation of worksheets of a comparable design or topic.

scholarly journals Educazione letteraria e didattica della letteratura

2020 ◽  
Author(s):  
Camilla Spaliviero
Keyword(s):  
Communicative Competence ◽  
Language Education ◽  
Literary Texts ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Literary Education ◽  
Current Perspective ◽  
Development Of Language ◽  
The One ◽  
Relational Skills

Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.

scholarly journals Promoting Students’ Intercultural Communicative Competence through English Literary Texts: Students’ Attitudes and Teachers’ Challenges

2020 ◽  
Author(s):  
Hayat BAGUI ◽  
Fatima Zohra ADDER
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
Literary Texts ◽  
Intercultural Communicative Competence ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Foreign Language Learners ◽  
Students Attitudes ◽  
English Culture

The focal aim of the current paper is to take an in-depth look at the effect of the English culture on foreign language learners. In this regard, the researchers inquire about how intercultural communication affects English as a foreign language (EFL) students during the process of learning English literary texts carrying aspects of the target culture. This study, thus, endeavours at shedding light on students’ attitudes towards some aspects of the English culture when studying literary texts. It also intends at scrutinizing teachers’ strategies in teaching culture through literature; referring to their active roles in fostering intercultural awareness and Intercultural Communicative Competence (ICC) among their learners. To do so, the researchers collected data through a questionnaire addressed to forty first-year Master students of Literature and Civilization in the department of English at Tlemcen University supported by an interview with teachers of literature. The findings revealed that most students exhibit negative attitudes towards some aspects of the English culture when studying literature. Their responses demonstrate that they are unaware and ignore the differences between cultures i.e., they are not culturally competent enough to avoid intercultural clash within various lectures of literature. The results also showed that teachers peacefully attempt to provide the appropriate teaching techniques and strategies to integrate teaching culture through literary texts to foster tolerance and empathy with speakers’ target language, identity, and culture.

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