scholarly journals Intercultural Communicative Competence: L2 Learners’ Participation on Debating Class

2021 ◽  
Vol 8 (2) ◽  
pp. 198
Author(s):  
Muliani Muliani ◽  
Dedi Sumarsono
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Peer Collaboration ◽  
The Other ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
L2 Learners ◽  
The Subject ◽  
Preliminary Description

Taboos in conversations will take place between speaker and hearer as the cultural awareness of the target language culture is not taken into account in the teaching and learning processes of English triggered this research to be conducted. This research deals with an analysis of intercultural communicative competence of L2 learners by means of applying Constructivists Model in which the preliminary description of how competent they are on L2 culture can be described. This research is qualitative research where eight students were arranged in debating class involved as the subject. Two debaters from Executive English Debate Community were engaged in this research as the team to construct the activities for the students. By providing anobservation checklist and questionnaire, the finding shows that the students actively exchange their ideas, they feel part of learning, they are able to develop problem-solving through peer collaboration, and they are able to develop new skills and knowledge from the other members of groups. It can be noted that the motions provided during the research, in which the L2 culture is considered, have helped the L2 learners to enhance their intercultural communicative competence seen from their active participation.

scholarly journals Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching

2019 ◽  
pp. 267-275
Author(s):  
Jerzy Zybert ◽  
Iga Lehman
Keyword(s):  
Culturally Responsive Teaching ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Tertiary Level ◽  
Responsive Teaching ◽  
Intercultural Communicative Competence ◽  
Culture Teaching ◽  
Communication Culture

Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.

scholarly journals STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Fauzul Aufa
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.

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.  

scholarly journals EXPLORING THE INTERCULTURAL COMMUNICATIVE COMPETENCE INTERGRATION IN FOREIGN TEACHING AND LEARNING

2019 ◽  
Vol 199 (06) ◽  
pp. 3-9
Author(s):  
Bùi Thị Hương Giang
Keyword(s):  
Teaching And Learning ◽  
Communicative Competence ◽  
Viet Nam ◽  
Intercultural Communicative Competence

Hơn 30 năm qua, tiếng Anh đã đóng một vai trò quan trọng như là một ngôn ngữ giao tiếp quốc tế ở Việt Nam. Hiện tại, tiếng Anh được dạy chính thức cho người học ở Việt Nam bắt đầu từ lớp ba. Trước đây, việc dạy và học tiếng Anh thường tập trung vào các chức năng và cách sử dụng của tiếng Anh. Thực tế cho thấy mặc dù thành thạo tiếng Anh nhưng hầu hết sinh viên Việt Nam sau khi tốt nghiệp đại học không thể giao tiếp bằng tiếng Anh hiệu quả với đồng nghiệp từ các nền văn hóa khác nhau. Do đó, mục tiêu của nghiên cứu này là phân tích quan điểm của sinh viên chuyên ngành tiếng Anh năm thứ hai và thứ ba về việc phát triển năng lực liên văn hóa trong dạy và học ngoại ngữ tại Khoa Ngoại ngữ, Đại học Thái Nguyên. Các kết quả nghiên cứu cho thấy người học không có đủ thông tin văn hóa và rất hiếm khi hoặc không bao giờ tham gia vào những bàn luận về các giá trị, niềm tin, thái độ và hành vi của những người sống trong các nền văn hóa khác. Rõ ràng, khả năng phát triển năng lực liên văn hóa chưa được khai thác triệt để trong lớp học và dạy ngoại ngữ. Do đó, quá trình dạy và học tiếng Anh cần tập trung mạnh mẽ hơn vào phát triển năng lực liên văn hóa phù hợp với các yêu cầu và mục tiêu giáo dục hiện nay.

Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

2017 ◽  
pp. 257-274
Author(s):  
Aicha Rahal
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Cultural Knowledge ◽  
Target Language ◽  
Primary Data ◽  
Educational Systems ◽  
Authentic Materials ◽  
Cultural Challenges ◽  
Integration Of Technology

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals Attitudes towards the Efficiency of English Culture Treatment at Schools: A Case of Iranian Kurdish EFL Learners

2019 ◽  
Vol 9 (5) ◽  
pp. 562
Author(s):  
Sahar Ahamdpour ◽  
Davud Kuhi
Keyword(s):  
High Schools ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Efl Learners ◽  
Cultural Aspects ◽  
West Azerbaijan ◽  
Culture And Language ◽  
The Way

Language is used for communication and it is a carrier of culture. Culture and language are inseparable. If learners are successful in understanding and use of the target language, they need to have good knowledge of cultural aspects of the foreign language as well. Therefore it is essential to teach culture and language simultaneously. The present study aims to understand Iranian Kurdish EFL learners’ attitude towards the way culture is addressed and treated in English language course at high schools. To this end, two hundred and fifty female EFL learners were selected based on availability sampling from two high schools in Boukan, West Azerbaijan and were asked to complete the attitude questionnaire. The results indicated that Iranian Kurdish EFL learners hold negative attitudes towards the way culture is treated at English course in Iranian high schools. At the end, the paper provides some recommendations for policy makers, textbook designers, and teachers in order to foster cultural awareness in teaching and learning process.

scholarly journals The Use of a Blog for the Development of Intercultural Communicative Competence: the case of Tunisian and American Students

2020 ◽  
Vol 88 ◽  
pp. 02011
Author(s):  
Nadia Abid ◽  
Asma Moalla ◽  
Iraj Omidvar
Keyword(s):  
Communicative Competence ◽  
The Other ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Intercultural Awareness ◽  
Foreign Culture ◽  
American Students ◽  
Culturally Different ◽  
The Usa ◽  
Students Satisfaction

This paper is a report on a three-month telecollaboration between two groups of students studying in ISEAH of Sbeitla in Tunisia and SPSU, Atlanta, GA, in the USA. By bringing together students from two culturally and linguistically different environments, the telecollaboration aims at helping them communicate interculturally and raise their intercultural awareness and understanding. By means of a blog, students exchanged, discussed, and compared information about their cultures in the form of stories of which they are the main characters. The telecollaboration was evaluated by means of a questionnaire inquiring about students’ satisfaction with the use of the blog, the knowledge they gained of the foreign culture, their attitudes toward it, and the intercultural communicative skills acquired. The findings revealed participants’ satisfaction with the use of the blog as a means of communication and intercultural learning. It was also found out that students’ development of intercultural communicative competence manifested in their knowledge of the other culture and people, a change in their attitudes towards them, an ability to communicate with culturally different people, and an increased awareness of themselves and the other group.

scholarly journals Diary as a Means for a Student to Discover a Country

Verbum ◽  
2020 ◽  
Vol 11 ◽  
pp. 7
Author(s):  
Loreta Chodzkienė
Keyword(s):  
Host Country ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Research Task ◽  
The Subject ◽  
Vilnius University ◽  
Incoming Students ◽  
Compare And Contrast

This paper aims to present a diary as a multifaceted means for incoming international students to become familiar with the host country (in this case, Lithuania), discover it through the ways of immersion and exploration, and reflect upon it on the diary pages. Every year the course of ‘Intercultural Communication’ taught at the Institute of Foreign Languages, Faculty of Philology, Vilnius University, welcomes a large number of incoming students from different parts of the world. Further to the subject syllabus, these students are given a special research task: to delve into the context of the host country, focus on a number of socio-cultural aspects, compare and contrast them to the similar ones in their native countries and reflect upon them in their diaries. The paper provides an overview of the accumulated empirical evidence on the attitudinal discoveries of 84 students representing 21 countries. The employed Interpretive content analysis proved to be a flexible and helpful research method to reveal the informants' existing cultural capital (Bourdieu 1994), to follow the flow of their interpretations consequently leading to the shifts in their attitudes, and thus, contribute to the development of the students' intercultural communicative competence. This paper sheds light on the informants’ attitudes towards Lithuania as the destination country for their Erasmus+ exchange, as well as their impressions of the academic environment of Vilnius University.

Sign in / Sign up

Export Citation Format

Share Document