CONTENT ANALYSIS OF THE NOTION "COMPETENCE"

2020 ◽  
Vol 65 (1) ◽  
pp. 30-34
Author(s):  
P.A. Kudabayeva ◽  
◽  
A.N. Zhorabekova ◽  
M.S. Zeynebekova ◽  
◽  
...  
Keyword(s):  
Content Analysis ◽  
Educational System ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
English Teachers ◽  
Subject Area ◽  
Intercultural Communicative Competence ◽  
Effective Activity ◽  
The Right ◽  
Pedagogical Literature

The emergence of a new sociocultural space is aimed at preparing the educational system in the field of intercultural competence, capable of implementing international cultural and professional relations. It has long been clear that competence is a combination of knowledge and experience for effective activity in any subject area, it is a possession of a certain competence by a person – knowledge, skills and experience of his own activity, which allow to make significant judgments and make the right decisions. The content analysis of the notion "competence" and the problem of the formation of future English teachers’ intercultural communicative competence are given in the article. The paper presents the review of scientific and pedagogical literature on the study of intercultural communicative competence given by foreign, Russian and Kazakhstani researchers.

An investigation of L2 motivational self-system and intercultural communicative competence of pre-service English teachers’: Kazakhstani perspective

2019 ◽  
Vol 6 (1) ◽  
pp. 413-324
Author(s):  
Yucel Gelisli ◽  
Lazura Kazykhankyzy
Keyword(s):  
Student Teachers ◽  
Quantitative Methods ◽  
English Language ◽  
Communicative Competence ◽  
Rank Order ◽  
English Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
L2 Motivational Self System ◽  
Self System

This study aimed to explore the relationship between L2 motivational self-system (ideal L2 self and ought to L2 self) and intercultural communicative competence (ICC) among pre-service teachers of English in Kazakhstan. Moreover, the predicting effect of ought to self and ideal self on participants ICC was examined. Quantitative methods of data analysis were used to analyse the data. The ICC scale developed by the researcher and L2 motivational self-system scale developed by Taguchi, Magid and Papi were used to collect the data. The data were collected from 307 major student-teachers’ of English language teaching departments from Akhmet Yassawi and Auezov South Kazahstan State Universities. Descriptive analyses (means, standard deviations), Mann–Whitney U test, one-way analysis of variance, Kruskal–Wallis H test, Spearman rank-order correlation coefficient and regression analysis were performed to analyse the data. Keywords: ICC, L2 motivational self-system, pre-service English teachers.

scholarly journals Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers

2004 ◽  
Vol 26 (2) ◽  
pp. 245 ◽  
Author(s):  
Keiko Komiya Samimy ◽  
Chiho Kobayashi
Keyword(s):  
Second Language Acquisition ◽  
English Education ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Current Status ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Curricular Innovation ◽  
Japanese English

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。

scholarly journals The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 65-72
Author(s):  
Mas Muhammad Idris
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
English Teachers ◽  
First Century ◽  
Target Language ◽  
Educational Context ◽  
Intercultural Communicative Competence ◽  
Comprehensive Understanding ◽  
Intercultural Awareness ◽  
Twenty First Century

The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.    

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