scholarly journals Developing ICC within the Activity Theory

1970 ◽  
Vol 44 (1) ◽  
pp. 149-162
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Activity Theory ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Major Goal ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Cultural Components ◽  
Adam Mickiewicz

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

Foreign Language Teachers and Intercultural Competence Teaching. Are they in Favour or Against It? Results from an International Investigation

2006 ◽  
Vol 151 ◽  
pp. 15-31
Author(s):  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
International Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Teachers ◽  
Teaching In Foreign Language

Foreign language curricula now frequently require foreign language teachers to integrate intercultural competence teaching in foreign language education. This study's objective was to investigate whether and to what extent foreign language teachers support this new objective. To that aim, an international research design was developed, involving teachers in Belgium, Bulgaria, Greece, Mexico, Poland, Spain and Sweden. Our findings suggest that the larger part of the teachers who participated in our study are clearly willing to teach intercultural communicative competence (icc) in their classrooms, but that this overall positive disposition is conditioned by a number of convictions regarding the best way to teach ICC. In addition, we found that, despite differences in national teaching circumstances, teachers in different countries share a number of these convictions.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

Development of communicative competence in language teaching of a future profession

2021 ◽  
pp. 173-179
Author(s):  
Elena M. Miloserdova ◽  
Nadezhda G. Serebrennikova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Mental Activity ◽  
Language Teachers ◽  
Professional Communication ◽  
Foreign Language Teachers ◽  
Key Concepts ◽  
Teaching Professional

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

scholarly journals СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ

2020 ◽  
pp. 24-37
Author(s):  
Сергій Галецький ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Information And Communication ◽  
The One

The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.

scholarly journals Development of Foreign Language Teachers' Diagnostic Competence in the System of Military Education

TEM Journal ◽  
2020 ◽  
pp. 1213-1220
Author(s):  
Vasyl Yahupov ◽  
Olha Zastelo ◽  
Valentyna Svystun ◽  
Nataliia Korchynska ◽  
Olena Chorna ◽  
...  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Integrated Assessment ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Military Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Competence ◽  
Information And Communication

The article is dedicated to the problem of foreign language teachers' diagnostic competence development. It reveals the problematic issues connected with the obtaining integral estimates of students' foreign language communicative competence formation levels. The study presents a technology of integrated assessment based on the recent mathematical and statistical methods realized with the help of information and communication technologies. The first experiment proves the technology contributes to the accuracy and reliability of integral estimates by 9,1%. The second one assures that training teachers to use the technology improves their levels of diagnostic competence by 21,9% in average.

PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

2019 ◽  
Vol 3 ◽  
pp. 594
Author(s):  
Anna Vintere ◽  
Inese Ozola ◽  
Santa Krumina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Service Industry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Training Environment ◽  
Language Competence ◽  
Study Results ◽  
Business Sectors

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors. 

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