scholarly journals PSYCHOLOGICAL ADAPTATION AND INFLUENCING PSYCHOLOGICAL FACTORS OF TEACHERS OF CHINESE AS A FOREIGN LANGUAGE IN CROSS-CULTURAL COMMUNICATION

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Psychological Factors ◽  
Psychological Adaptation ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

scholarly journals The impact of Erasmus program on intercultural communication skills of students

2020 ◽  
Vol 164 ◽  
pp. 12013
Author(s):  
Tatiana Baranova ◽  
Aleksandra Kobicheva ◽  
Elena Tokareva
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Positive Impact ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Level Of Knowledge ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

scholarly journals PRAGMATICS IN EFL CLASSROOM: AVOIDING PRAGMATIC FAILURE IN CROSS-CULTURAL COMMUNICATION

2020 ◽  
Vol 5 (1) ◽  
pp. 74-91
Author(s):  
Nailul Author Restu Pamungkas ◽  
Lutfina Tarita Wulandari
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Teaching Language ◽  
Foreign Language Learners ◽  
Pragmatic Awareness ◽  
Pragmatic Failure ◽  
Cultural Pragmatics

In teaching language along with its culture, teacher should take pragmatic aspects into consideration, since understanding pragmatics will help foreign language learners to avoid false interpretation which will cause misunderstanding in communication between speakers with different culture and social backgrounds. It is called as pragmatic failure which usually takes place in cross-cultural communication. Since pragmatics plays quite important role in communication, it is important for foreign language learners to have sensitivity of cross cultural pragmatics, which is commonly known as cross cultural or intercultural pragmatic awareness. However, teaching language along with culture seems to be problematic, since it is relatively difficult to choose which aspect(s) of culture to teach, what content to include, and to represent cultures implicitly under study which presents differences from the norm of students’ local culture. Therefore, this paper tries to explore the essential issues of spoken discourse, pragmatics, cross cultural pragmatics, pragmatic failure, pragmatic awareness, and its implication to pedagogy.

Communicative basis in foreign language teaching

10.12737/76 ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 0-0 ◽  
Author(s):  
Дубинский ◽  
Vladimir Dubinskiy
Keyword(s):  
Foreign Language ◽  
Social Communication ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication

The article addresses the use of the basics of communication in foreign language teaching and the realization of communicative components in the alien linguistic environment, namely, social communication, verbal communication, cross-cultural communication.

scholarly journals Influence of Sociocultural Context on Language Learning in Foreign Countries

2016 ◽  
Vol 6 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Natalia Pazyura
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Professional Competence ◽  
Communication Competence ◽  
Cross Cultural ◽  
Cultural Communication ◽  
English Teaching ◽  
Cross Cultural Communication ◽  
Teaching Concept

Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

scholarly journals A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms

2021 ◽  
Vol 15 (2) ◽  
pp. 223-233
Author(s):  
Yunchai Chen ◽  
Hsueh-Hua Chuang ◽  
Aurora Lacaste
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
Project Based Learning ◽  
Cross Cultural ◽  
Cultural Communication ◽  
English As Foreign Language ◽  
Online Collaborative Learning ◽  
Cross Cultural Communication ◽  
Different Types ◽  
Pedagogical Framework

Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.

scholarly journals Formation of Language Competence: Modern Issues and Strategies in the Area of Cross-Cultural Communication

2019 ◽  
Vol 7 (3) ◽  
pp. 149-159
Author(s):  
Larisa Kosareva ◽  
Olga Evreeva ◽  
Oksana Zakirova
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Cross Cultural ◽  
Educational Institutions ◽  
Cultural Communication ◽  
State University ◽  
State Institute ◽  
Language Competence ◽  
Cross Cultural Communication ◽  
Moscow State University

In the framework of globalisation, the development of cross-cultural communication skills is of high interest. However, there is no due attention paid to the development of intercultural language competence in all universities as well as the possibility to share it directly with native interlocutors of the other culture. The objective of the article is to define the critical complexities in the area of cross-cultural communication among those who study a foreign language. Another objective is to elaborate recommendations that will enable the solution of the issues in the area of cross-cultural communication within up-to-date education. As a result, the researchers’ have organised and carried out the survey among 650 linguistic students of the 4th course from four largest Russian higher educational institutions (Peoples’ Friendship University of Russia, Higher School of Economics, Moscow State Institute of International Relations, and Moscow State University). The outcomes of the research  can be used in future as the basis for the development of cross-cultural communication for university students, which should have cross-cultural competence.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

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