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.

THE IMPORTANCE OF INTERCULTURAL COMMUNICATIVE COMPETENCE

2021 ◽  
Vol 02 (06) ◽  
pp. 73-79
Author(s):  
Madina Abdukarimovna Tashmatova ◽  
Keyword(s):  
Critical Thinking ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Communication Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Intercultural Communicative Competence ◽  
Basic Form ◽  
Intercultural Communication Competence

This article devoted to theme about basic form of communication intercultural competence. Culture finds its expression in language; so, learning a new language without familiarity with its culture remains incomplete. Moreover, fostering intercultural communication competence is an important part of developing critical thinking skills, and these two are correlated in the process of language teaching.

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.

Establishment of Evaluation Index System on Intercultural Communicative Competence

2014 ◽  
Vol 543-547 ◽  
pp. 4327-4330
Author(s):  
Rui Li
Keyword(s):  
Intercultural Communication ◽  
Index System ◽  
Communicative Competence ◽  
Exchange Process ◽  
Evaluation Index System ◽  
Evaluation Index ◽  
Intercultural Communicative Competence ◽  
Analysis Model ◽  
Cultural Backgrounds ◽  
Competence Evaluation

Intercultural communication is conducted exchanges among people under different languages and different cultural backgrounds, in the exchange process will encounter many problems and obstacles, and develop intercultural communication talents is a priority. This paper based on KLEE method study intercultural communicative competence evaluation index system. Firstly, by hierarchical analysis model representing the index system constituted with 6 level indexes and 24 secondary indexes; then, based on the basic idea of KLEE method to construct a mathematical model to calculate the weights; finally, according the solving steps of KLEE method to calculate the weights of level index and secondary indexes. This paper constructed index system is infrastructure work of intercultural communicative competence evaluation, for cultivating and selecting intercultural communication personnel to provide services, for the leadership decisions to provide support.

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 Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice

2019 ◽  
Vol 8 (1) ◽  
pp. 62-71
Author(s):  
Umi Fitriyah ◽  
Ahmad Munir ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Intercultural Communication ◽  
Mixed Method ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teachers Perceptions ◽  
Cross Cultural Communication ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”

Prioritizing Criteria for Evaluating Cultural Contents in EFL Textbooks through AHP

2016 ◽  
Vol 7 (5) ◽  
pp. 841 ◽  
Author(s):  
Kaili LIU
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
Measurement Model ◽  
Cultural Knowledge ◽  
Relative Importance ◽  
Intercultural Communicative Competence ◽  
Ahp Method ◽  
Analytic Hierarchy ◽  
Textbook Evaluation ◽  
Hierarchy Process

With the rising interest in culture and the development of intercultural approaches in language teaching, evaluating the cultural contents in EFL textbooks is becoming a great concern. The main purpose of this study is to develop a measurement model for assessing cultural contents in EFL textbooks through the analytic hierarchy process (AHP) method. Using AHP, the criteria influencing textbook evaluation are identified and their relative importance is weighted. The results show that among the 17 criteria, the six that rank the highest are intercultural attitude, communication, cultural knowledge, relevance, diversity and interest. These findings suggest that the goals given in textbooks related to promoting intercultural competence and topics with the potential to develop intercultural competence are highly valued. Additionally, the high ranking of the criterion measuring student participation underscores the importance of cultural activities in triggering learners’ active learning. It is hoped that the results will provide teachers with a reference for assessing cultural contents in textbooks and offer textbook writers information that will allow them to revise contents created for the development of intercultural communicative competence.

scholarly journals The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence

2020 ◽  
Vol 9 (1) ◽  
pp. 86-102
Author(s):  
Thieu Thi Hoang Oanh
Keyword(s):  
Intercultural Communication ◽  
Language Teaching ◽  
Communication Competence ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Self Assessment ◽  
Intercultural Communication Competence ◽  
Listening Skill ◽  
Efl Students

Teaching cross-cultural knowledge in language teaching is drawing more and more attention nowadays. This study investigated the effect of integrating teaching cross-cultural issues and teaching listening skill on students’ intercultural competence. The participants were 30 Vietnamese students of English as a foreign language (EFL) who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. The study consisted of an experimental study based on a pretest-posttest research design on integration of cross-cultural issues and teaching listening. The intercultural sensitivity self-assessment questionnaire (ISSAQ) that serves as a pre-test at the beginning of the semester is based on the theoretical framework put forth by Bennett and Bennett (2004). It is to elicit a self-assessment of their intercultural knowledge, behaviors and attitudes. During the ten-week intervention, besides helping students master the language and listening skill, the researcher helped promote students’ cross-cultural competence with the process-oriented intercultural teaching mode by Li (2016). At the end of the course, the posttest was given to measure the effects of the integration model on students’ intercultural communication competence. The results of the study suggested that integrating cross-cultural knowledge and language teaching could improve EFL students' intercultural communication competence (ICC).

Can you measure attitudinal factors in intercultural communication? Tracing the development of attitudes in e-mail projects

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 153-173 ◽  
Author(s):  
KARIN VOGT
Keyword(s):  
Intercultural Communication ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Training Institution ◽  
Main Question ◽  
Intercultural Communicative Competence ◽  
Secondary Classes ◽  
Development Of Attitudes ◽  
E Mail

Intercultural competence has acquired an important role in the foreign language classroom. However, we must also come to terms with assessing this highly complex construct if we consider it as a superordinate learning objective. Therefore the components of intercultural communicative competence that go beyond knowledge, especially attitudes, deserve closer attention. On the basis of Byram’s (1997) model of Intercultural Communicative Competence (ICC), an attempt has been made to trace the development of attitudes as part of ICC in computer-mediated intercultural communication. Data was drawn from three e-mail projects that took place between 2001 and 2002. Three different upper-secondary classes at a vocational school in Mainz, Germany (n=64) exchanged e-mails with two groups of US-American undergraduate students in Ohio (n=57) and one group of undergraduate students of English from Tokyo (n=30). Preliminary findings from a telecollaborative seminar with US-American undergraduate teacher students at a German teacher training institution were used to support the data. The main question addressed in the paper is whether attitudinal components of ICC can be measured quantitatively in telecollaborative environments. To do this, specifications and implementation of learning objectives for attitudes as put forward by Byram (1997) are applied to different instruments within the framework of the e-mail projects, including a triangulation of instruments. Instruments include e-mails, critical incidents, essays and interaction journals. When data was ambiguous or incomplete, follow-up interviews were conducted with pupils. Results of the study suggest that it is not possible to measure attitudes with the instruments described, but that they can help teachers to describe evidences of attitudes in interaction and trace developments to provide a basis for feedback.

Empirical Analysis of Intercultural Communication and Multicultural Team Performance: A Case of Uzbek and Russian Managers in Uzbekistan

2018 ◽  
Vol 4 (2) ◽  
pp. 32-50
Author(s):  
Akmal Khudaykulov ◽  
Alisher Doniyorov
Keyword(s):  
Intercultural Communication ◽  
Team Performance ◽  
Intercultural Competence ◽  
Reliability And Validity ◽  
Communication Competence ◽  
Cultural Backgrounds ◽  
Validity Testing ◽  
Intercultural Communication Competence ◽  
Statistical Indicators ◽  
Multicultural Team

There is a practical problem which this study will solve given that Uzbekistan is a country in which members of many ethnicities live. This article aims at identifying the Intercultural communication competence of Russian and Uzbek managers, team performance of a diverse team, and analyze how well these nations collaborate with each other. The main objective of this study is to explain the high team performance and intercultural communication competence. The data had been collected from various companies across Uzbekistan. Both online and paper questionnaires were distributed to Russian and Uzbek managers. Fundamental statistical procedures are applied to answer the questions of our research. Descriptive statistics, reliability and validity testing, regression modeling and other statistical indicators were used to validate our theory. The findings suggested that Russian and Uzbek managers do not differ significantly in their Intercultural communication competence. Overall intercultural competence score of Russian managers is insignificantly higher. Nonetheless, Uzbek respondents scored higher on the Interpersonal Skills dimension than Russian participants. Team performance of Uzbek managers is higher than Russian ones. Through regression analysis, an impact of Intercultural Communication Competence on Multicultural Team Performance has also been established. The mentioned studies have implications for the practice of Uzbek companies, and organizational theory, as such research has not been conducted on the sample of these nations. The study provides a knowledge foundation, and it will give us a specific insight into Uzbekistan working culture and relationships between different cultural backgrounds.

scholarly journals Understanding the repercussions of intercultural communicative competence: a study on the degree of students’ cultural awareness, social and communication skills

2016 ◽  
Vol 13 (3) ◽  
pp. 5561
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Intercultural Communication ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
High Level

Demographic change is transforming the way we communicate. In many parts of the world, the society has become increasingly multicultural and multi-ethnic. In this context, intercultural cognizance is one of the pivotal facets for intercultural communication. The recent years has seen the emergence of the intercultural communicative competence (ICC) concept permeating the education field thereby a large and growing body of literature has commenced to investigate the concept of intercultural communicative competence (ICC) and its repercussion in the context of teaching and learning. The notion of ICC is incepted on the acquisition of several “savoirs” associated with attitudes and values, knowledge, skills of interpreting and relating, skills of discovery and interaction and critical cultural awareness. However, the process of acquiring and negotiating meaning in the context of intercultural communication lies a tremendous challenge and demands a continuous effort. Thus, the objective of this study is to probe on how students’ attitudes towards another culture affect their degree of cultural awareness and to deliberate how social and communication skills can foster intercultural competence that is influenced by the level of ICC acquisition. The findings indicate that the students possess intercultural competence in which they demonstrate positive attitudes towards individuals from other cultures; henceforth is reflected in the high cultural awareness amongst the students. Apart from this, the findings yielded also show that the students are able to exhibit and display significant competencies in both social and communication skills which are allied to the high level of ICC acquisition.  

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