scholarly journals Trening kompetencji międzykulturowej na podstawie analizy podręcznika do nauki języka szwedzkiego dla uczniów na poziomie średniozaawansowanym Rivstart B1+ B2

2021 ◽  
Vol 21 ◽  
pp. 93-108
Author(s):  
Kamil Iwaniak
Keyword(s):  
Cultural Studies ◽  
Foreign Language ◽  
Teaching Methods ◽  
Intercultural Competence ◽  
Comprehensive Analysis ◽  
Cultural Learning ◽  
Intermediate Students ◽  
Language Classes ◽  
Language Classroom ◽  
Cultural Content

The aim of the article is to reflect upon the conveying of cultural content in the foreign language classroom that contributes to the development of intercultural competence. It has been attempted to systematize the multitude of aspects which characterizes the use of cultural studies in language classes. It has been done by drawing attention to reasons for taking into consideration this sort of knowledge while preparing the lessons and teaching methods that are in favour of an insightful contact with a cultural content. Attention has been primarily drawn to the coursebook Rivstart B1 +B2 that is intended for intermediate students of Swedish language. The coursebook has been subjected to a comprehensive analysis with regard to the cultural learning.

scholarly journals The Cultural Content in EFL Textbooks and What Teachers Need to Do About It

2015 ◽  
Vol 17 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Luis Fernando Gómez Rodríguez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Intercultural Competence ◽  
Surface Culture ◽  
Instructional Resources ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Deep Culture ◽  
Cultural Content ◽  
English Classroom

<p>This article analyzes the cultural content in three communicative English as a foreign language textbooks that are used as main instructional resources in the English classroom. The study examined whether the textbooks include elements of surface or deep culture, and the findings indicate that the textbooks contain only static and congratulatory topics of surface culture and omit complex and transformative forms of culture. Consequently, the second part of the article suggests how teachers can address deep-rooted aspects of culture that might help English as a foreign language learners build more substantive intercultural competence in the language classroom.</p><p>En este artículo se analiza el contenido cultural en tres textos de inglés comunicativo utilizados como el principal recurso de enseñanza en la clase de inglés. Se indagó si los textos incluyen elementos de la cultura superficial o de la cultura profunda. Se observó que los textos sólo presentan temas “admirables” y representativos de la cultura superficial y no ofrecen temas complejos y trasformativos de la cultura profunda. En consecuencia, en la segunda parte del artículo se sugiere a los profesores de inglés cómo abordar aspectos complejos de la cultura profunda que podrían ayudarle a los estudiantes de inglés como lengua extranjera a construir una competencia intercultural más sólida.</p>

scholarly journals Developing intercultural competence in an academic foreign language classroom

2018 ◽  
pp. 133-154
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Intercultural Communicative Competence ◽  
Communication Course ◽  
Language Classroom ◽  
Students First ◽  
Interesting Area

This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.

scholarly journals Polsko-rosyjskie porównania międzykulturowe w podręcznikach do nauki języka rosyjskiego na poziomie gimnazjalnym

2018 ◽  
pp. 307-318
Author(s):  
Marzanna Karolczuk
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
First Language ◽  
Lower Secondary School ◽  
Textbook Series ◽  
Language Research ◽  
Language Classroom ◽  
Comparative Content ◽  
Insight Into

Comparing and contrasting cultural, lexical and grammatical aspects in the foreign language classroom has many advantages. These include the development of intercultural competence, cultural awareness and a new insight into the first language. Research shows that foreign language textbooks are basic teaching tools. Therefore, this article is an attempt to analyse Polish-Russian tasks and comparative content in Russian textbooks at the level of lower secondary school. Five textbook series for learning Russian, published between 1999 and 2009, are examined. These are В Москву, Времена, Кл@ссно!, Прогулка and Эхо. The findings show that these textbooks offer comparative reflective tasks and reconstructive ones.

scholarly journals Developing intercultural competence: a model based on introducing a literary analysis in a foreign language classroom

2021 ◽  
pp. e021046
Author(s):  
Anfisa N. Ibragimova ◽  
Alina A. Kadyrova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Literary Analysis ◽  
Literature And Linguistics ◽  
Formative Experiment ◽  
Language Class ◽  
Language Classroom ◽  
Task Oriented ◽  
And Linguistics ◽  
Positive Results

This article is concerned with developing students' intercultural competence through teaching a literary analysis as a part of teaching foreign languages and linguistics in higher education. The objective of the research is to design a model of developing intercultural competence through a literary analysis in a foreign language class. Modeling was applied as the leading method of the research as it regards the process of IC (intercultural competence) development as a task-oriented and organized pedagogical process. The submitted didactic model should develop the IC through knowledge, skills, a system of values, reflection and positive attitude to the culture under study, so it includes such components as objectives, motivation, organization, content, and evaluation; it determines the pedagogical conditions, organization, teaching methods and tools that together provide the targeted result. The formative experiment introduced the model into practice in a foreign-language class at university and showed positive results in developing the students' intercultural competence. The model provides pedagogical support of the process of developing IC as a part of foreign language teaching and can be applied within language, literature and linguistics-related courses.

scholarly journals Podcasting as a tool to develop speaking skills in the foreign language classroom

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Mario Tomé Díez ◽  
Marlisa Amanda Richters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Spoken Language ◽  
Preparation Time ◽  
Foreign Language Learners ◽  
Actual Duration ◽  
Language Classes ◽  
Language Classroom ◽  
Oral Activity ◽  
Speaking Skills

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

scholarly journals Language in Multicultural Society

2020 ◽  
Vol 8 (7) ◽  
pp. 69-77
Author(s):  
Dr. Neerja Samajdar
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Cultural Norms ◽  
Language And Culture ◽  
Human Interactions ◽  
Language Classroom ◽  
Relationship Of ◽  
Further Development ◽  
Target Culture

Learning a language, is not only learning sounds, alphabets and grammar, but it also means learning the customs and cultural norms. We all grow up in social circles, we informally learn how to use language expressions, gestures, tones. We get to learn the acceptable behaviors or language use in our society. We all speak Languages. We all imbibe Cultures. Language expresses a particular meaning that represents the culture of a particular social group. We interact with a language and culture becomes its reference point. Krober(1923) expresses, "Culture, then, began when speech was present, and from then on, the enrichment of either means the further development of the others". Hence, language and culture are complex, yet inseparable form of human interactions. Culture is complexly intertwined with language. Human interactions are defined as communication. The communicative force of culture works not only in representing aspects of reality, but also in connecting one context with another. According to the linguistic relativity principle, the way we think about the world, gets influenced by the language we use to express it and vice versa. Therefore, consciously or unconsciously, we show certain behaviors and carry certain language habits which are deeply rooted in our culture. Thus learning a language means learning and adopting that culture.   This paper deals with this very relationship of language and culture with a cross-cultural interaction, how teaching and learning a foreign language plays a role in learning the target culture. This paper will make recommendations for effective culture education in foreign language classroom to develop intercultural competence.

scholarly journals Related methodological categories in the conceptual construct of intercultural didactics

2021 ◽  
Vol 27 (1) ◽  
pp. 12-16
Author(s):  
Anna S. Vlasova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Teaching Methods ◽  
Intercultural Competence ◽  
Industrial Society ◽  
Sociocultural Environment ◽  
Cultural Conformity ◽  
Surrounding Space ◽  
Educational Paradigm ◽  
Post Industrial

A new educational paradigm associated with an intercultural approach allows a new look at the traditional models of the process of teaching a foreign language in a pedagogical university, to determine the state of development of modern linguodidactics as a science, to determine the prospects for the development of this scientific field. The transition from the educational paradigm of an industrial society to a post-industrial one is marked by the emergence in scientific circles of increased interest in issues of culture and intercultural communication. The principle of cultural conformity of education (Friedrich Adolph Wilhelm Diesterweg) currently reactivates in teaching methods. In general pedagogic meaning, this principle implies the importance of familiarising a person with various layers of society, culture and the whole world. The principle of cultural conformity serves the ideas of harmonising the surrounding space and education in general, the determinism of the educational and upbringing process by the sociocultural environment, considering the educational sphere as a factor in the development and stabilisation of this environment. Thanks to the current process, closely related concepts appear in Russian and foreign methodological science – cultural competence, intercultural competence, universal cultural competence, socio-cultural competence and others, each of which occupies its own gap in the scientific and methodological space.

scholarly journals Effective Teaching Methods in Korean Language Classes

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Tingting Shi
Keyword(s):  
Teaching Methods ◽  
Time Frame ◽  
Colleges And Universities ◽  
Classroom Teaching ◽  
Korean Language ◽  
Cultural Activities ◽  
Cultural Exchanges ◽  
Language Classes ◽  
Language Classroom ◽  
Language Courses

The globalization of the economy has led to an increase in economic, political, and cultural activities in Korea. Across the sea from Korea, trade and cultural exchanges are frequent, thus increasing the demand for Korean language talents. Many colleges and universities have started to offer Korean language courses to enhance the training of Korean language talents. Most of the students in colleges and universities are starting from scratch in order to develop Korean language talents with a four-year time frame with More capable Korean language talents need to ensure the effectiveness of classroom teaching. This paper analyzes the characteristics of Korean language classroom teaching and its effectiveness.

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