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.

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

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 FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT

2020 ◽  
Vol 5 ◽  
pp. 537
Author(s):  
Liudmyla Serdiuk ◽  
Olena Chykhantsova ◽  
Ingrida Baranauskienė
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Personality Development ◽  
Global Competence ◽  
Intercultural Communicative Competence ◽  
Expert Assessments ◽  
Globalized World

Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth. 

scholarly journals Task-based Approach to Develop Intercultural Communicative Competence in College English Education

2019 ◽  
Vol 10 (6) ◽  
pp. 1279
Author(s):  
Lingling Cai ◽  
Junlu Lv
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Education ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
College English ◽  
English Class ◽  
Theoretical Foundations ◽  
And Task

Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.

Discourse Analysis

2019 ◽  
pp. 239-261
Author(s):  
Soe Marlar Lwin
Keyword(s):  
Discourse Analysis ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Linguistically Diverse ◽  
Intercultural Communicative Competence ◽  
Authentic Texts ◽  
Knowledge For Teaching ◽  
Key Terms ◽  
The Relationship ◽  
Linguistically Diverse Learners

This chapter introduces discourse analysis as a sub-discipline of linguistics. Relevant concepts from pragmatics, another closely-related sub-discipline, are also discussed within the context of discourse analysis. The chapter begins by explaining the relationship between pragmatics and discourse analysis, and key terms such as “text” and “discourse.” It then examines the distinctions between linguistic and non-linguistic contexts, and situational and sociocultural contexts. To help readers understand the importance of culture in using language to make meanings, the introduced concepts are illustrated with sample authentic texts as well as examples from English and a few other languages. Placing discourse at the core of language teaching and learning, the chapter recommends a discourse-based approach to help ELLs develop not only communicative competence but also intercultural communicative competence. The chapter provides ESOL teachers with knowledge of discourse analysis and the implications of this knowledge for teaching culturally and linguistically diverse learners of English.

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 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 Intercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature

2018 ◽  
Vol 21 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Scott Roy Douglas ◽  
Mark Rosvold
Keyword(s):  
Academic Success ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Linguistically Diverse ◽  
English For Academic Purposes ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Diverse Backgrounds ◽  
Teachers And Students ◽  
Programs Of Study

With increasing numbers of students from culturally and linguistically diverse backgrounds enrolling in English for Academic Purposes (EAP) programs, understanding intercultural communicative competence can contribute to developing effective EAP pathways to higher education. This review of the literature was carried out to synthesize and uncover emerging themes related to intercultural communicative competence and EAP over a 20-year period from 1996 to 2016. A careful search found 15 scholarly works related to this topic. Papers were coded and analyzed for their key findings to reveal eight major themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. The scant literature related to the topic points to the need for further research. However, the findings do indicate how EAP practitioners can move away from ethnocentric perceptions and programs of study fixed on acculturation toward ethnorelative understandings and EAP classrooms that support intercultural awareness for both teachers and students.

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