scholarly journals Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project

2017 ◽  
Vol 7 (2) ◽  
pp. 211-232
Author(s):  
Neva Čebron
Keyword(s):  
Intercultural Communication ◽  
Student Mobility ◽  
First Language ◽  
Intercultural Education ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Cultural Boundaries ◽  
Intercultural Encounters ◽  
Societal Changes ◽  
Teaching Modules

The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of critical cosmopolitanism (Holliday 2012) and intercultural communicative competence (Byram 1997 and 2012). The activities in the modules promote a view of culture as a negotiated „process” among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any “essentialist” attitudes and simplistic overgeneralisation of “otherness.” The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a lingua franca, a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of “linguaculture” (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speake’s first language. The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals MODERN APPROACHES TO THE STUDY OF INTERCULTURAL COMMUNICATION COMPETENCIES

2020 ◽  
Vol 64 (3) ◽  
pp. 99-104
Author(s):  
R. Mukhpulova ◽  
◽  
L. Sarsenbayeva ◽  
Keyword(s):  
Intercultural Communication ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
General Direction ◽  
Communication Competencies ◽  
Methodological Guidelines

The article presents an analysis of the development of research on the problem of intercultural communication from the positions of various scientific foreign and domestic directions. In comparative terms, modern approaches to the study of intercultural communicative competence are considered. Methodological guidelines: approaches and theories that determine the general direction of the author's research are defined. The model of intercultural communicative competence and practice-oriented tactics are highlighted as the leading ones. Also, the authors reveal approaches to determine the structure and development of intercultural communicative competence of Kazakhstani scientists

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

scholarly journals Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University

2020 ◽  
Vol 11 (3) ◽  
pp. 446
Author(s):  
Rafiq Ali Mohamed Al-Shamiry
Keyword(s):  
Risk Taking ◽  
Communication Strategies ◽  
First Language ◽  
Target Language ◽  
Spoken English ◽  
Saudi Students ◽  
Communication Breakdown ◽  
English Classes ◽  
Language Communication ◽  
Students First

Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.

scholarly journals Cues and economy in the acquisition of verb movement

Nordlyd ◽  
10.7557/12.63 ◽  
2005 ◽  
Vol 32 (1) ◽  
Author(s):  
Kristine Bentzen
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
First Language Acquisition ◽  
Verb Movement ◽  
Movement Parameter ◽  
Verb Placement ◽  
Traditional Sense

In this paper we will discuss how economy principles interact with cues in the input in bilingual first language acquisition. We will look at the acquisition of verb placement in a child acquiring English and Norwegian simultaneously. Based on data from this child, it will be argued that when faced with ambiguous cues with respect to the verb movement parameter, children do not necessarily adopt the default, less marked setting. Rather, they may opt for a setting which yields an overall consistent grammar, even when this grammar contains operations that are more costly than those used in the target language. We will suggest that economy in acquisition may involve consistency in a grammar in correlation with economy in the more traditional sense within minimalism, where moving an element in general is considered more costly than not moving it (Chomsky 1995).

scholarly journals Characteristics of Slovak Culture in the Context of Bilateral Austrian-Slovak Relations

2017 ◽  
Vol 9 (2) ◽  
pp. 81-101
Author(s):  
Michaela Čiefová
Keyword(s):  
Cultural Differences ◽  
Intercultural Communication ◽  
Empirical Research ◽  
Value Added ◽  
Point Of View ◽  
Geographical Proximity ◽  
Online Questionnaire ◽  
Bilateral Relations ◽  
Intercultural Encounters ◽  
The One

Abstract Objective: The main intention of the present paper is, on the one hand, to provide a summary of the characteristics of Slovak culture by applying chosen theories and models. On the other hand, we attempt to underline the significance of bilateral Austro-Slovak relations in relation to the economy or migration tendencies. We assume that, based on geographical proximity and the above stated bilateral relations, intercultural encounters are relatively frequent as well. Therefore, certain perception of Slovaks from the Austrian point of view is likely to exist. Methodology: Our work is based on relevant scientific sources, as well as on our own empirical research reposing in the analysis of an online questionnaire. Findings: Overall, findings of our empirical research may be considered rather positive, as no negative or hostile responses concerning Slovak culture were reported. Furthermore, none of the participants experienced a conflict with a Slovak counterpart that could clearly be ascribed to cultural differences. Value Added: We believe that the conclusions presented in this paper might be helpful not only for managers operating on the international level or businessmen intending to do business with their Slovak partners, for scholars engaged in similar topics but also for anyone interested in intercultural communication and cultural differences.

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

Addressing Translation Issues as Intercultural Communication Barriers in Tourism

2018 ◽  
pp. 292-311 ◽  
Author(s):  
Ping Yang
Keyword(s):  
Intercultural Communication ◽  
English Translation ◽  
Research Direction ◽  
Communication Barriers ◽  
Target Language ◽  
Future Research ◽  
Language And Culture ◽  
Language Needs ◽  
Linguistic Transfer ◽  
Tourist Information

This chapter examines Chinese-English translation issues that cause intercultural communication misunderstanding in the tourism language. As international tourists are travelling around China, Chinese-English translation services are useful. It plays an important role in facilitating the tourism business operations and meeting the tourist language needs. However, failure to understand cultural differences can result in intercultural communication failure in tourism discourse. The researcher critically analysed the English-Chinese translation issues using tourist information texts collected from a variety of written sources and examining them at cross-lingua-cultural communication level. Translation of tourist information texts from a source language to a target language is more than a linguistic transfer and involves linguistic restructure and cultural imaging re-creation that make sense in a target language and culture. Implications for addressing translation issues as intercultural communication barriers are discussed. Future research direction is also indicated in the conclusion.

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