scholarly journals Challenges of monolingual intercultural communication in the context of the Languages Connect Strategy

2019 ◽  
Vol 26 ◽  
Author(s):  
Liam Murray ◽  
Marta Giralt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Culturally Diverse ◽  
Cultural Development ◽  
National Language ◽  
Pedagogical Content ◽  
Mixed Methods Approach ◽  
Intercultural Communications

The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language/s and culture/s. Previously we reported (Authors, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Our new data (n=141) has emerged using a mixed-methods approach from non-specialist language students, who have had limited language or IC training. Our analysis reveals problems arising from these monolingual intercultural communications due to English being the dominant lingua franca.  We have major challenges in motivating these monolingual students to learn another language. The dangers arising from this monolingualism are self-evident, (see, for example: https://www.llas.ac.uk/700reasons.html), the solutions less so. This article explores this perplexing scenario and aims to open a dialogue on this subject, offering some recommendations and potential solutions.

scholarly journals ENHANCING INTERCULTURAL COMMUNICATION DURING FOREIGN LANGUAGE LEARNING VIA DIGITAL TECHNOLOGIES

2021 ◽  
pp. 415-418
Author(s):  
Vadym Tynnyi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Intercultural Competence ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Knowledge And Skills ◽  
Information And Communication

The article analyzes the essence and content of terms «intercultural communication», «intercultural competence», the ways of efficient foreign language learning through constructing communication knowledge and skills under conditions of intercultural communication through information and communication technology.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

scholarly journals Bilingual practices as a means of intercultural communication under the globalization

2019 ◽  
Vol 69 ◽  
pp. 00106
Author(s):  
Olga Tomyuk ◽  
Margarita Dyachkova ◽  
Anna Shutaleva ◽  
Anastasia Novgorodtseva ◽  
Andrei Dudchik
Keyword(s):  
Theoretical Analysis ◽  
Intercultural Communication ◽  
Social Action ◽  
Intercultural Competence ◽  
Effective Means ◽  
Educational Programs ◽  
Intercultural Communications ◽  
Communicative Activities ◽  
The University

The article is devoted to the problem of intercultural communication and identifying the significance of bilingual practices in the context of globalization. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. It is proved that the basis of bilingual practices of students of the university is social action. The results of a theoretical analysis of the problem and practical activities in this area confirm the possibility of designing bilingual practices as an effective means of intercultural communication. The novelty of the research consists in substantiating the potential of bilingual practices for solving intercultural communications that are significant for students of the university. The bases of this study performed on the methodological foundations of the activity and socio-cultural approaches. The results of the inclusion of bilingual practices as educational and extracurricular events in the communicative activities of students through training on the educational programs of the university, organization of project activities aimed at developing their intercultural competence are formulated

scholarly journals The Impact of a Cultural Research Course Project on Foreign Language Students’ Intercultural Competence and Language Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 97 ◽  
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Target Language ◽  
Cultural Research ◽  
Language Students ◽  
The Impact ◽  
Foreign Language Students

This study explores whether using a cultural research course project can positively impact foreign language students’ intercultural competence and language learning. Using a case study method, the researchers recruited 12 student participants from an Intermediate Mandarin Chinese I class and from an Introduction to Mandarin Chinese I class in the Fall 2014 semester at a small public southwest university in USA. The project asked the participants to do a PowerPoint oral presentation on special topics from the target language culture and then to write a reflective cultural comparison English essay on this learning experience during the final exam. The findings show that, through doing the project, the students have improved their intercultural competence in that they have a more positive attitude towards “otherness,” enriched their cultural knowledge of the target language society and  that of their own, and obtained skills in critically appreciating and evaluating both similarities and differences  between the target language culture and their own. The students also expanded their language learning experience beyond the classroom and textbook and acquired better language skills in listening, speaking, and writing Chinese characters while they became more interested in and motivated by learning the target language and culture. Recommendations for future study are discussed.

scholarly journals Использование языковой игры для развития межкультурной компетенции у студентов-поляков

2020 ◽  
Vol 24 ◽  
pp. 7-17
Author(s):  
Olga Anchimiuk ◽  
◽  
Maryna Michaluk ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
National Language ◽  
Language Games ◽  
Important Place ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Communication Difficulties ◽  
Linguistic Approach ◽  
Different Cultures

Mutual contacts between representatives of different cultures often lead to communication difficulties. The article attempts to verify language games which in the process of intercultural communication reflect the uniqueness of the national language and culture. The authors, on the basis of the cultural linguistic approach, offer various forms and ways of didactic work using jokes, puzzles, anecdotes and aphorisms. Teaching to understand the meaning of language games, which occupy an important place in everyday language contacts, using them in learning and teaching a foreign language, helps learners develop intercultural competence. Mastering them allows the avoidance of difficulties in relations with representatives of other languages and cultures.

scholarly journals FORMATION of STUDENTS' "WORLD VIEW” of ANOTHER CULTURE in PROCESS of STUDYING FOREIGN LANGUAGE

2021 ◽  
Vol 1 (193) ◽  
pp. 306-312
Author(s):  
Tetyana Kolbina ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
World View ◽  
Cultural Development ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Sociocultural Context ◽  
Main Method ◽  
World Outlook ◽  
Different Cultures

A new view has been formed on studying foreign languages nowadays: the aim is to make students aware of peculiarities concerning consciousness and culture of another people, that is reflected in its language. The result of studying foreign languages is the acquired intercultural competence based on the formed «world view» of another people, that provides efficient interaction among communicators from various cultures. The article deals with the ways offorming students ’ «world view» of another people in the process of studying a foreign language on the grounds of the concept regarding a person’s cultural development and the theory of activity, that is worked out by representatives of cognitive psychology (L. Vygotsky, О. Leontiev, P. Galperin, І. Zymnia and others). The results of their scientific search have proved that that the language is inseparably connected with the people’s culture; its studying should be realised in a sociocultural context; a sufficient level of mastering a language, which allows using it as a means of communication, confirms the fact ofperceiving the peculiarities of culture reflected in the language. The main method of studying a foreign language is contrasting and comparing realia in a wide context of different cultures. The pedagogical practice justifies the scientists ’ conclusion: studying foreign languages should be built on culturological and communication- and activity approaches, and focused on formation of each student - a future participant of the process of intercultural communication. Students’ consciousness is enriched and their level of communicative culture is improved through perception of realia of another culture, peculiarities of its representatives ’ world outlook.

scholarly journals Chatbots for Action-Oriented Language Learning Using Elbot to Enhance Conflict-Solving Skills in Learners of German as a Foreign Language

EL LE ◽  
2021 ◽  
Author(s):  
Francesca Mazzilli
Keyword(s):  
Mixed Methods ◽  
Data Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Formal Context ◽  
Learning Tool ◽  
Mixed Methods Approach ◽  
Task Oriented

The aim of this study is to investigate (i) how learners perceive the non-educational chatbot Elbot as a language learning tool in a formal context (university German course), and (ii) to what extent a set of task-oriented interactions with Elbot influences the learners’ behaviour (e.g. lexical choices) during a separate activity. For these purposes, this study outlines a lesson/experiment focused on the enhancement of conflict-solving skills in German as a foreign language. A mixed-methods approach was applied to evaluate Elbot’s contribution to the lesson as well as its impact on the learners’ choice of basic strategies to solve a conflict. The study concludes with the discussion of the advantages of developing an edu-bot based on an existing non-educational chatbot. In this regard, the research also provides some concrete proposals based on the results of the data analysis.

scholarly journals Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness

2020 ◽  
Vol 2 (3) ◽  
pp. 43-56
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Learners ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Communication Course ◽  
Foreign Language Learners ◽  
Deep Culture ◽  
Efl Students

         The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.

scholarly journals Students' Social Attitudes Towards German and The German Language in Traditional and Innovative Teaching of German as a Foreign Language at The Faculty of Philosophy in Novi Sad

2020 ◽  
Vol 15 (4) ◽  
Author(s):  
Ana Stipančević
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Statistical Significance ◽  
Correlation Method ◽  
Authentic Texts ◽  
Innovative Teaching ◽  
Mean Values ◽  
Novi Sad

The study of attitudes plays an important role in the field of social psychology, but also in the field of language teaching theory, since attitudes towards the nation, language, and teaching itself affect the motivation for language learning, and thus academic achievement. The goal of modern foreign language teaching is not only to develop students' communicative, but also their intercultural competence, which includes the ability to make contact with members of other cultures, the ability to compare their own and foreign cultures, as well as overcoming cultural conflicts and misunderstandings. Teaching a foreign language has, therefore, a task to connect people and build bridges between cultures. The best way that cultures draw closer to each other is direct contact or residence in the target country, but, as most people are not in a position todo this, knowledge of a foreign culture can be acquired indirectly through teachers and teaching content. Today it is very controversial whether and to what extent modern textbooks have the potential to impart knowledge about German culture, as well as the image of a country and its people. Intercultural didactics argues that textbook texts are not sufficient for the acquisition of the knowledge and skills, and urge the use of authentic texts in teaching a foreign language. In order to determine the potential of textbook and authentic texts for teaching German as a foreign language (and culture) experimental research was conducted in the year 2014-15 with students from the Faculty of Philosophy (Novi Sad) who have German as an elective course. The study applied the two approaches, traditional, in which the textbook texts and other didactic materials were the basic teaching tool, and innovative, in which authentic texts were used. The study included a total of 36 students and lasted for two semesters. The research used questionnaires, and the research results are presented in the form of mean values, with a standard deviation. For determining the statistical significance of differences between means the t-test was used. In addition to the descriptive, the correlation method was also used, and the data were processed using the program SPSS Statistics 20.

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