Communicative Competence as a Metalanguage for Revealing Hard and Soft Skills in Cross-Cultural Communication

10.12737/4300 ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 36-41 ◽  
Author(s):  
Гаспарян ◽  
E. Gasparyan
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Communicative Competence ◽  
Soft Skills ◽  
Communication Competence ◽  
Cross Cultural ◽  
Professional Communication ◽  
Cultural Communication ◽  
Cross Cultural Communication

The article analyzes one of the key notions of lingsuitics adn methodology — that of communication competence, interpreting each of its components. Then the author evaluates the importance of the term in teaching a foreign language for professional communication in cross-cultural context and provides the rationale for considering cultural differences revealed in professional communication. Accounting for this need, the author then makes a list of professional competences which can be applied in communication through a formed linguistic competence. The article goes on to analyze the existing Russian documentation on the classification of hard and soft skills. Revealing the gaps in the existing classification the author offers her classification which addresses the current issues in developing communication competence for professional communication in multi-cultural context.

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

scholarly journals Influence of Sociocultural Context on Language Learning in Foreign Countries

2016 ◽  
Vol 6 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Natalia Pazyura
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Professional Competence ◽  
Communication Competence ◽  
Cross Cultural ◽  
Cultural Communication ◽  
English Teaching ◽  
Cross Cultural Communication ◽  
Teaching Concept

Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

scholarly journals Problem-based activities as a tool to develop cross-cultural competency at the foreign language classes

2020 ◽  
Vol 210 ◽  
pp. 18136
Author(s):  
Victoriya Sibul
Keyword(s):  
Foreign Language ◽  
Cultural Competency ◽  
Creative Thinking ◽  
Cross Cultural ◽  
Professional Communication ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Language Classes ◽  
Specialized Texts ◽  
Intellectual Level

The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of “Foreign language for professional communication” as a way to develop skills helping to solve a variety of professionally oriented communicative tasks.

THE CULTURAL CONTEXT IN FOREIGN LANGUAGE TEACHING.Martin Pütz (Ed.). Frankfurt am Main: Peter Lang, 1997. Pp. vii + 243. $51.95 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 285-286
Author(s):  
Dieter Wolff
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Business Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Dimension ◽  
Cultural Communication ◽  
Frankfurt Am Main ◽  
Cross Cultural Communication ◽  
The University

This volume consists of a collection of 13 papers from the 23rd International L.A.U.D. conference on “The Cultural Context in Communication Across Languages” held at the University of Duisburg, Germany, in March, 1997. The conference was concerned with two different aspects of cross-cultural communication: business communication and the cultural dimension of foreign language teaching. The papers dealing with this second aspect are collected in the present volume.

scholarly journals The impact of Erasmus program on intercultural communication skills of students

2020 ◽  
Vol 164 ◽  
pp. 12013
Author(s):  
Tatiana Baranova ◽  
Aleksandra Kobicheva ◽  
Elena Tokareva
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Positive Impact ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Level Of Knowledge ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

International public relations and cross-cultural communication

2017 ◽  
Vol 18 (1) ◽  
pp. 0-0
Author(s):  
Aneta Parkes
Keyword(s):  
Public Relations ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
Multicultural Environment ◽  
International Public Relations ◽  
Key Factor ◽  
The Subject

The article presents the subject of international public relations, which can be defined as a process of communication in which its participants originate from different countries and cultural backgrounds. The differences in cross-cultural communication resulting from the variety of cultures are shown on the grounds of classification of cultures presented by R. Gesteland. Recognition of the basic cultural differences, which determine the process of communication, is a key factor to act efficiently as a Public Relations’ specialist in a multicultural environment.

Teaching Cross Cultural Communication through ESP Textbook

2020 ◽  
Vol 9 (4) ◽  
pp. 46-51
Author(s):  
Yu. Balahovskaya
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Professional Communication ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Textbook Evaluation ◽  
The Core ◽  
Core Elements ◽  
And Task

The article focuses on ESP textbook evaluation to develop effective cross cultural communication skills. The core elements of the ESP textbook for teaching and learning Military English are: intercultural content, authentic and meaningful texts and task-based activities, simulating situations in professional communication settings.

scholarly journals PRAGMATICS IN EFL CLASSROOM: AVOIDING PRAGMATIC FAILURE IN CROSS-CULTURAL COMMUNICATION

2020 ◽  
Vol 5 (1) ◽  
pp. 74-91
Author(s):  
Nailul Author Restu Pamungkas ◽  
Lutfina Tarita Wulandari
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Teaching Language ◽  
Foreign Language Learners ◽  
Pragmatic Awareness ◽  
Pragmatic Failure ◽  
Cultural Pragmatics

In teaching language along with its culture, teacher should take pragmatic aspects into consideration, since understanding pragmatics will help foreign language learners to avoid false interpretation which will cause misunderstanding in communication between speakers with different culture and social backgrounds. It is called as pragmatic failure which usually takes place in cross-cultural communication. Since pragmatics plays quite important role in communication, it is important for foreign language learners to have sensitivity of cross cultural pragmatics, which is commonly known as cross cultural or intercultural pragmatic awareness. However, teaching language along with culture seems to be problematic, since it is relatively difficult to choose which aspect(s) of culture to teach, what content to include, and to represent cultures implicitly under study which presents differences from the norm of students’ local culture. Therefore, this paper tries to explore the essential issues of spoken discourse, pragmatics, cross cultural pragmatics, pragmatic failure, pragmatic awareness, and its implication to pedagogy.

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