scholarly journals Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 29-46
Author(s):  
Alix Norely Bernal Pinzón
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Authentic Materials ◽  
Cultural Aspects ◽  
Efl Students ◽  
Field Notes ◽  
English Students

This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.

scholarly journals THE FOREIGN LANGUAGE STUDENT AS AN ETHNOGRAPHER: LANGUAGE GAMES AND ETHNOGRAPHIC TECHNIQUES FOR ENHANCING THE DEVELOPMENT OF INTERCULTURAL COMPETENCE THROUGH STUDYING FOREIGN LANGUAGE CULTURE

Neofilolog ◽  
2020 ◽  
pp. 265-286
Author(s):  
Dorota Owczarek
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Language Use ◽  
Communicative Competence ◽  
Language Games ◽  
Intercultural Communicative Competence ◽  
Cultural Behavior ◽  
Linguistic Ethnography ◽  
Language Needs

The present paper aims at finding ways to solve the problem of how to teach culture, showing the connections between culture and language, while at the same time striving to develop intercultural competence. In the author’s opinion, the ethnography of speaking is the answer. Starting with an overview of what ethnography offers to intercultural communicative competence, this paper supports the idea of implementing an approach close to the ethnography of speaking and shows how linguistic ethnography might be implemented into the study of culture in order to show the relationships between language use, cultural behavior and values. This approach rests upon the belief that the implicit knowledge applied in use of a language needs deeper analysis in order to enhance students’ symbolic competence, which in turn enhances their intercultural competence. Examples used in the analysis to justify this claim derive from material used during a course in General English, or courses of British and American Studies. The concept of language-games as proposed by Wittgenstein, who pays attention to the context of language use at the micro level, is applied. The suggestion is to position this analysis in the field of the ethnography of speaking, or linguistic ethnography, and extend the role of a student to one of a linguistic ethnographer. Ethnographic techniques implemented in the analysis of language use and its context might contribute to the development of symbolic competence as complementary to intercultural communicative competence.

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 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.

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 The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 148
Author(s):  
Sandugash Tleubay ◽  
Gulmira Nurzhanova ◽  
Saltanat Ybyshova ◽  
Saltanat Abdigulova ◽  
Aksaule Mankesh ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Communicative Development ◽  
The People ◽  
Globalizing World ◽  
High Level

This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

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.

scholarly journals Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

2021 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Anna Riana Suryanti Tambunan ◽  
Fauziah Khairani Lubis ◽  
Widya Andayani ◽  
Winda Setia Sari
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Intercultural Communicative Competence ◽  
Cultural Backgrounds ◽  
Intercultural Communication Competence ◽  
Teaching Goals ◽  
Efl Students ◽  
Preliminary Study

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

scholarly journals ROLE OF CULTURAL LINGUISTICS IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

2017 ◽  
pp. 136-145
Author(s):  
Svitlana Povoroznyuk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Preschool Education ◽  
Point Of View ◽  
Intercultural Communicative Competence ◽  
Linguistic Methodology ◽  
Cultural Linguistics

From the point of view of modern linguistic methodology, theoretical and practical value of cultural linguistics as a science that investigates culturally marked language units for the process of professional training of future specialists of preschool education has been analyzed. Cultural linguistic teaching becomes of particular importance in the process of professional training of students majoring in “Preschool education” (specialization: foreign language), because they face the challenge to master the skills of intercultural communication, and thus acquire intercultural communicative competence.

scholarly journals The Representation of Culture in English Textbooks Prescribed for High Schools in Indonesia

2015 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Efl Teaching ◽  
English Textbooks ◽  
Target Culture

This study investigated the culture representation  of two prescribed English textbooks suggested by the Indonesian Curriculum and Publishing Centre (Puskurbuk) used in high schools in Indonesia. Its aim was to investigate whether the representation of culture supported the main goal of English as a Foreign Language (EFL) teaching, which is intercultural communicative competence (ICC). For this purpose, culture was classified as source, target, and international target culture (Cortazzi & Jin, 1990). A classification on the level of ICC was also conducted to these textbooks.  It was found that the prescribed English textbooks portrayed the culture of local (Indonesia), the culture of target countries (American and British), and the culture of other international countries in a quantitatively similar portion. However, qualitatively, the presented culture tended to be artificial instead of substantial. Comparison and contrast among cultures were not found, therefore, intercultural competence was not achieved.

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