scholarly journals Formation of cross-cultural communicative competence among foreign students during pre-university training

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Zalina Tazheva ◽  
Irina Sycheva ◽  
Natalya Artyukhova
Keyword(s):  
Foreign Students ◽  
Communicative Competence ◽  
Component Composition ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Complex Process ◽  
University Training

The article proves that the formation of cross-cultural communicative competence is a complex process, which can be facilitated by the concept of its component composition. The article describes the pedagogical conditions that are necessary for the formation of intercultural communicative competence.

scholarly journals Organizational and methodical model of approaches teaching to foreing students of scientific speaking competences at the pre-university stage

2021 ◽  
pp. 170-177
Author(s):  
L. V. Bogynia ◽  
◽  
L. V. Trusova ◽  
T. V. Savitska ◽  
◽  
...  
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Communicative Competence ◽  
Language Teachers ◽  
Scientific Texts ◽  
Professional Programs ◽  
Leading Role ◽  
Foreign Speakers ◽  
Basic Course ◽  
University Training

Problem of introducing modern organizational and methodological teaching approaches to foreign citizens of scientific speaking competences at the propaedeutic stage is explored in the article. The primary task of preparatory departments and similar structures of pre-university training of higher education institutions of Ukraine is to achieve communicative competence by foreign students at a level that ensures the assimilation of scientific disciplines in the process of professional training in educational and professional programs. The leading role of the organizational and methodological model of teaching scientific speech to foreign speakers to meet their communicative needs during the study of SSS and profile disciplines is determined. A number of problems that affect the effectiveness of the formation of scientific speech skills is outlined. The issue of the absence of lexical and verb minimums in natural sciences for the initial stage of learning a foreign language is studied. The productivity of interaction of Ukrainian language teachers and profile subject’s teachers in the issues of observance of the unified language regime at the propaedeutic stage, coordination of the structure of textbooks and modeling of educational scientific texts is proved. The text-centric approach is defined as the basic methodical principle. The structure of textbooks on the introductory and basic course of SSS, methodical and didactic materials are described. The expediency of coordinating the teaching of the scientific style of speech with the practical course of the general literary language (in terms of lexical and grammatical content) and the logic of presentation of scientific topics of specialized disciplines is noted. It is proved that the introduction of the studied model has a positive effect on the formation of starting skills of scientific speech and Ukrainian-language communicative competence of foreign students in the professional sphere.

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

scholarly journals Intercultural pragmatics in the Global Englishes context: Some implications for developing intercultural communicative competence

2020 ◽  
pp. 7-31
Author(s):  
Magdalena Sztencel
Keyword(s):  
Cultural Differences ◽  
Speech Acts ◽  
English Language ◽  
Communicative Competence ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Global Communication ◽  
Intercultural Communicative Competence ◽  
Politeness Strategies ◽  
Intercultural Pragmatics

The prevalent use of English as a lingua franca raises questions about the consequences for the practice of English Language Teaching. This paper investigates some of the pedagogical implications from the perspective of intercultural pragmatics. I argue that developing politeness strategies is an important aspect of enhancing learners’ intercultural communicative competence. This is illustrated with the examples of speech acts such as requests, conditional threats and conditional promises. I draw attention to some fundamental misconceptions that may arise from an inadequate interpretation of cross-cultural findings, and argue that in order to establish which politeness strategies to use in the context of global communication, the focus of intercultural investigations needs to be shifted from studying lingua-cultural differences to studying lingua-cultural similarities.

scholarly journals About the transmission of cultural knowledge in teaching Vietnamese to foreign students

2013 ◽  
Vol 16 (3) ◽  
pp. 97-107
Author(s):  
Vinh Thuy Tran
Keyword(s):  
Foreign Students ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Linguistic Competence ◽  
Behavior Patterns ◽  
Cultural Communication ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
The Relationship ◽  
Cultural Features

This paper discusses the relationship between language and culture, the goals and the approaches to convey culture in language teaching in order to improve linguistic competence and intercultural communicative competence for learners. The paper also presents a number of methods and contents to convey culture in teaching Vietnamese for foreign learners; to clarify the socio-cultural communication information, the typical utterances or behavior patterns which are used in communication as well as cultural features which are reflected in Vietnamese vocabulary; and at higher step to assist students in naturally expressing this sociocultural knowledge in the Vietnamese language.

scholarly journals Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Adesti Komalasari
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Communicative Competence ◽  
Education Institution ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Cultural Groups ◽  
21St Century Education ◽  
The City

As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

scholarly journals Literature-in-English as a Tool for Fostering Intercultural Communicative Competence in Multicultural Classrooms in Nigeria

2020 ◽  
Vol 9 (1) ◽  
pp. 40-49
Author(s):  
Oladotun Opeoluwa Olagbaju
Keyword(s):  
Ethnic Groups ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cross Cultural ◽  
Cultural Identities ◽  
Intercultural Communicative Competence ◽  
Civil Unrest ◽  
Multicultural Classrooms ◽  
Diverse Cultures ◽  
Different Parts

Nigeria is a nation of several unique ethnic nationalities with diverse cultures. Cultural diversity has been identified as one of the factors responsible for growing civil unrest, insecurity and hate speeches in different parts of Nigeria. Multiculturalism is a common experience in several Nigerian states and the Nigerian education system. Efforts to inculcate intercultural competence among the members of the numerous ethnic groups and cultural identities in the country have been in form of legislation, convocation of national conferences and certain ‘political concessions’ to different ethnic groups. In spite of these efforts, very little has been achieved. The concern of this study is to discuss how education, through the tool of literature-in-English, can be engaged to teach intercultural communicative competence in multicultural classrooms. Recommendations were made on how to use literature-in-English to facilitate cross-cultural competence in Nigeria.

scholarly journals Intercultural Learning in Asynchronous Telecollaborative Exchanges: A Case Study

2010 ◽  
Vol 17 ◽  
pp. 37
Author(s):  
Margarita Vinagre
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Way Of Life ◽  
Self Evaluation ◽  
Complex Process ◽  
Intercultural Exchange ◽  
Academic Year

<p>Recent studies have shown the potential that telecollaborative exchanges entail for the development of intercultural competence in participants (Warschauer &amp; Kern 2000; O'Dowd 2003; Liaw 2006; Ware, 2005; Belz 2003; 2007). However, trying to assess the development of such a competence is a highly complex process, especially of those components that go beyond knowledge such as attitudes. In this article I present the findings of an online intercultural exchange carried out between university language students (Spanish-English) during the academic year 2006-2007. Students collaborated electronically outside the classroom via email and wikis and data was gathered from a series of instruments, including email and wiki content, language learning diaries, critical incidents, essays and self-evaluation questionnaires. On the basis of Byram's (1997; 2000) model of Intercultural Communicative Competence (ICC) we attempted to assess qualitatively the development of the different components of ICC in telecollaborative intercultural exchanges. Our findings suggest that the instruments mentioned can help us to trace the development of intercultural competence with regard to a) interest in knowing other people's way of life and introducing one's own culture to others and c) knowledge about one's own and others' culture for intercultural communication (Byram 2000:4). However, we found little evidence of b) ability to change perspective and, therefore, further research needs to be carried out on how best to encourage students to decentre and to exhibit ‘a willingness to suspend belief in one's own meanings and behaviours, and to analyse them from the viewpoint of the others with whom one is engaging' (Byram 1997:34).</p>

scholarly journals Literature-in-English as a Tool for Fostering Intercultural Communicative Competence in Multicultural Classrooms in Nigeria

2020 ◽  
Vol 7 (1) ◽  
pp. 40-49
Author(s):  
Oladotun Opeoluwa Olagbaju
Keyword(s):  
Ethnic Groups ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cross Cultural ◽  
Cultural Identities ◽  
Intercultural Communicative Competence ◽  
Civil Unrest ◽  
Multicultural Classrooms ◽  
Diverse Cultures ◽  
Different Parts

Nigeria is a nation of several unique ethnic nationalities with diverse cultures. Cultural diversity has been identified as one of the factors responsible for growing civil unrest, insecurity and hate speeches in different parts of Nigeria. Multiculturalism is a common experience in several Nigerian states and the Nigerian education system. Efforts to inculcate intercultural competence among the members of the numerous ethnic groups and cultural identities in the country have been in form of legislation, convocation of national conferences and certain ‘political concessions’ to different ethnic groups. In spite of these efforts, very little has been achieved. The concern of this study is to discuss how education, through the tool of literature-in-English, can be engaged to teach intercultural communicative competence in multicultural classrooms. Recommendations were made on how to use literature-in-English to facilitate cross-cultural competence in Nigeria.

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