BOARD GAME AS A MEANS OF DEVELOPING INTERCULTURAL COMPETENCE OF UNIVERSITY STUDENTS

2021 ◽  
pp. 55-61
Author(s):  
A. S. Opanasets ◽  
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Academic Program ◽  
Board Game ◽  
Intercultural Awareness ◽  
Historical Material ◽  
Creative Project ◽  
Before And After

The paper analyzes the project-based method as a means of developing the intercultural competence of university students in the course of learning a foreign language. The application of this method is caused by the high requirements of the university academic programs and the necessity to search for pedagogical technologies, methods, and approaches that contribute to the imitation of real communication situations in the course of studying a foreign language by students of non-linguistic specialties. The author describes the project-based method as an approach in teaching undergraduates of the academic program “Advertising and public relations” to make a creative project. The paper presents the results of a survey regarding the students’ preferences in the forms of educational activities used in class; describes the students’ experience in creating a board game as a creative project for the Foreign Language course. The stages of the project activity – preparatory, technological, and final – are described in detail, the meaning of each stage is explained, a detailed description of the exercises used at all stages is given. The author paid particular attention to the criteria for evaluating the project activities. The paper presents the results of monitoring that identifies the level of students' proficiency in lexical, cultural, and historical material on the given topic before and after the implementation of the project-based method. The author underlines the potential of the project-based technique in enhancing the existing intercultural awareness and cognitive interest of the students, improving their skills of learning new information as well as lexical, cultural, and historical material.

Developing Intercultural Awareness and Language Speaking Proficiency for Foreign Language Learners through Cross–Cultural Voicemail Exchange

2011 ◽  
Vol 1 (4) ◽  
pp. 17-32 ◽  
Author(s):  
Amber Yayin Wang ◽  
Wan-Jeng Chang
Keyword(s):  
Foreign Language ◽  
Online Communication ◽  
The United States ◽  
Cross Cultural ◽  
Intercultural Awareness ◽  
Foreign Language Learners ◽  
Speaking Proficiency ◽  
Before And After ◽  
Efl Students ◽  
English Speaking

To expand global and intercultural communication, the effectiveness of asynchronous online communication devices, especially email, have been discussed in the area of foreign language teaching. A lack of specific research exists that addresses the application of online voicemail. This paper reports on a five month period of voicemail exchanges between 53 EFL learners in Taiwan and 56 CFL learners in the United States. The authors examine the responses of EFL students to this cross–cultural voicemail project and assess their progress in intercultural awareness and English speaking proficiency before and after the project. This study concludes that the use of voicemail creates an impact on the English speaking performance and intercultural awareness of EFL students and increases the motivation of EFL students in using English to express ideas. Further implications for teaching are discussed.

scholarly journals Badania diagnostyczne w glottodydaktyce – zalety i trudności

Neofilolog ◽  
1970 ◽  
pp. 183-194
Author(s):  
Krystyna Mihułka
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Studies ◽  
Diagnostic Research

The purpose of the following article is to discuss the theoretical framework of diagnostic research used in glottodidactics as well as to analyze some selected diagnostic studies conducted by Polish and German researchers in the last decade into the development of high school and university students’ and foreign language teachers’ intercultural competence. In the last part of this article attention is paid to the presentation and discussion of the most frequent problems which researchers encounter while planning and carrying out diagnostic studies.

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 KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA

Neofilolog ◽  
2019 ◽  
pp. 265-277
Author(s):  
Anna Grabowska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Research ◽  
Language Education ◽  
Language Teachers ◽  
National Language ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Foreign Language Learners

Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.

Globalized English and users’ intercultural awareness: Implications for internationalization of higher education

2021 ◽  
pp. 204717342110376
Author(s):  
Abdelrahman A Salih ◽  
Lamis I Omar
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Exploratory Study ◽  
Culturally Diverse ◽  
Higher Learning ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
Language Context ◽  
Collaboration Project

Globalized English offers interaction platforms, including cyber-based settings, for linguistically and culturally diverse speakers, particularly in the English as a second language/English as a foreign language context. Thus, it requires developing the intercultural competence of the parties involved. English users’ different perspectives may challenge effective communication and interaction. This paper results from a collaboration project between an Omani higher learning institution and an American higher learning institution and reports an exploratory study that examined the understanding and use of intercultural communicative competencies by 15 undergraduate users of English. Data was collected from the sample participants’ notes on material analysis, collaborative projects, test performances, and the instructors’ field observations. Data analysis examined the participants’ intercultural intelligence in various communicative settings in English. The findings showed the participants changed certain predetermined misconceptions about the “other culture” and developed positivity and acceptance of intercultural differences. Results also highlighted the significance of online academic internationalization and incorporating intercultural competence in the English as a second language/English as a foreign language curricula. The study further indicated the significance of the teacher’s role in nurturing learners’ intercultural competence and intercultural-awareness priorities for being the global citizens of today.

scholarly journals Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Werkwinkel ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 95-112
Author(s):  
Muriel Waterlot
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Scientific Discipline ◽  
Communication Process ◽  
Non Profit ◽  
Intercultural Awareness ◽  
John Paul Ii ◽  
Catholic University ◽  
University Level

Abstract Intercultural communication has become a scientific discipline which aims at improving communication during intercultural contacts by means of fostering the intercultural awareness and competence of the interlocutors involved within the intercultural communication process. In view of the intensifying European and international contacts the interest for this competency has grown during the last decades. This can among others be observed within foreign language teaching, but also in the training of translators at university level where new didactical approaches and teaching methods are being developed in order to improve the intercultural of future translators. This article presents a preliminary collaboration between the John Paul II Catholic University of Lublin and non-profit organization of translators, as well as the theoretical and practical backgrounds of a project which that they envisage to realize in future in order to transform its participants into intercultural competent translators.

Exploring BA students’ intercultural awareness and their expectations of translation courses

2020 ◽  
Vol 13 ◽  
pp. 87-101
Author(s):  
Žana GAVRILOVIĆ
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Intercultural Competence ◽  
Cultural Elements ◽  
Intercultural Awareness ◽  
Advantages And Disadvantages ◽  
Philosophy Department ◽  
Approach To Teaching ◽  
Competence Acquisition ◽  
Methodological Eclecticism

The aim of the research in this paper is to investigate how the third- and fourth-year BA students of English as a foreign language perceive what they should be provided with in new translation courses that Pale Faculty of Philosophy (Department of English) is introducing, and to explore their perception about the difficulties in the process of gaining the translational competence. The premise is that the students are not sufficiently aware of the translation as a part of intercultural communication, and the cross-cultural elements that it should be focusing on. The survey also relates to on the teaching methods and styles most commonly used in translation courses, the results they are providing, as well as their advantages and disadvantages. The results of the research may serve as a reliable basis for enhancement of the teaching process and the translation competence acquisition process, first and foremost through methodological eclecticism, then raising the awareness of intercultural components in translation and encouraging the communicative approach to teaching, through a positive classroom atmosphere creation. In the end, several points are made on how to raise the awareness of the students in the process of intercultural competence development.

Developing Intercultural Awareness Within Teacher Preparation Program

2017 ◽  
pp. 189-206
Author(s):  
Wenying Zhou ◽  
Sheila Austin
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Chinese Language ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Intercultural Awareness ◽  
The U.S

As more expatriate Chinese language teachers are recruited to teach in American K-12 schools, there is an increasing need for American university teacher preparation programs to address the challenges they are experiencing, as well as how they should cope. With years' experience and a uniquely cross-cultural breadth, this book chapter first examines the cultural differences between the U.S. and China in classroom management, class communication, teaching styles and instructional strategies. To identify the cross-cultural teaching difficulties, as well as the situational and cultural factors that impact the failure of teaching in cross-cultural situations, literature was then reviewed from the fields of teaching Chinese as a foreign language and cross-cultural Chinese language teaching. Last, employing Byram's intercultural competence model, this book chapter suggests ways in which intercultural awareness and intercultural competence be incorporated in higher education foreign language teacher preparation programs in the U.S.

Methodological Approaches to Developing Intercultural Competence of Future Engineers By Means of Foreign Language

2019 ◽  
Vol 8 (6) ◽  
pp. 50-53
Author(s):  
V. Prishvina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Engineering Students ◽  
Educational Technologies ◽  
Professional Interaction ◽  
Methodological Approaches ◽  
Technical University ◽  
Characteristic Features ◽  
Constituent Elements

The article shows that technical university students should be ready for professional interaction against the multicultural background. It is noted that methodological approaches to developing intercultural competence are determined by its constituent elements. Special attention is given to the characteristic features of competence-based, communicative and cultural approaches in training engineering students. The author also highlights educational technologies of developing intercultural competence while teaching future engineers and economists.

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