scholarly journals Near Peers Impacting Local Thai Tutors’ Intercultural Communication Competence Development

2021 ◽  
Vol 2020 (1) ◽  
pp. 161
Author(s):  
Brad Deacon ◽  
Kevin Ottoson
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
Role Models ◽  
Communication Competence ◽  
Structured Interview ◽  
Intercultural Communication Competence ◽  
Local Environments ◽  
Home Context ◽  
Internationalization At Home ◽  
Study Abroad Program

Most study-abroad research has focused on visitors’ development overseas; however, fewer studies have investigated hosts’ development through intergroup contact experience in home environments. This study, which is situated within a larger project, builds on earlier research (see Deacon & Pholboon, 2020) that examined the intercultural communication competence (ICC) development of 8 local Thai tutor hosts (N = 8) who were buddy partnered with 8 Japanese university student visitors during a short-term study-abroad program. In the present study, a qualitative semi-structured interview approach helped to determine the effect and influence that one significant factor, near-peer role models (NPRMs), had on tutor hosts’ cognitive, affective, and behavioral dimensions in their “Internationalization-at-Home” context. Findings revealed the perceived impact that previous senpai tutor NPRMs had had on present tutors’ L2 self-efficacy, imagined and actual cross-cultural friendships, and ICC ability. Implications for effectively supporting hosts’ ICC development in local environments are offered. 従来の留学研究は、訪問者側の成長に焦点を合わせることが多かったが、自国環境における異種集団との接触を通じた受入側の成長を調査する研究は少なかった。本論は、短期留学中の8人の日本人大学生とバディを組んだ受入側8人のタイ人チューター(N=8)を対象とした異文化コミュニケーション能力に関する先行研究(Deacon & Pholboon, 2020) に基づいている。本論は質的な半構造化面接により、身近なロールモデルの存在が 重要な要素として受入側 チューターの「内なる国際化」における認知的、情緒的、行動的な側面に影響を及ぼすことを明らかにした。結果として、過去の先輩チューターのロールモデルが、現チューターの第二言語における自己効力感や、想像上または実際の異文化を超えた友情、そして異文化コミュニケーション能力に影響をもたらすことがわかった。本論は、受入側の異文化コミュニケーション能力の向上を効果的に支援するための示唆を与えるものである。

scholarly journals Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication

2015 ◽  
Vol 5 (2) ◽  
pp. 175-187
Author(s):  
Kenneth J. Levine ◽  
Michelle E. Garland
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
International Communication ◽  
Intercultural Communication Competence ◽  
Communication Competency ◽  
Post Test ◽  
Study Abroad Program ◽  
Summer Study

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.

scholarly journals THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION

2021 ◽  
Author(s):  
YUANTING LI
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Case Studies ◽  
Cooperative Education ◽  
Communication Competence ◽  
Exploratory Analysis ◽  
Intercultural Communication Competence ◽  
Existing Problems ◽  
Language Output

Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.

Learning for Adaptation

2020 ◽  
Vol 16 (4) ◽  
pp. 603-625
Author(s):  
Juming Shen ◽  
Yu Sheng ◽  
Ying Zhou
Keyword(s):  
Intercultural Communication ◽  
Communication Competence ◽  
Adaptation Process ◽  
Educational Context ◽  
Semiotic Analysis ◽  
The Unconscious ◽  
Intercultural Communication Competence

AbstractThe conceptualization of intercultural communication competence (ICC) has been updated tentatively since it was formulated in the 1970s. A common recognition is that development of ICC can only be realized through an individual’s adaptation, which results from the integration of the multiple forces within the individuals themselves. However, most of the existing research on ICC has focused on the conscious aspects of competence like abilities or skills that are distinguishable, that is, what to adapt, rather than the less conscious aspect, or its correlation with the unconscious part, that is, the how to adapt, or what the process of adaptation is. The absence of investigation into the adaptation process may have been a consequence of the educational context of studies on ICC, which depends much on, or is heavily affected by, the Cartesian dualistic viewpoints that emphasize the dichotomy of mind–body while ignoring the “middle” in between. Based on our previous semiotic analysis that explained the process of intercultural communication as a form of semiosis, this paper adopts more perspectives from edusemiotics to conceptualize learning following a triadic framework with emphasis on the process as the “middle,” which renders it possible to reflect on the process of individuals’ adaptation in contexts of intercultural communication.

scholarly journals A Study on the Relationship between English Language Proficiency and Intercultural Communication Competence among Arab Students in Malaysia

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdul Qahar Sarwari ◽  
Muhammad Nubli Wahab
Keyword(s):  
Intercultural Communication ◽  
Language Proficiency ◽  
English Language ◽  
Communication Competence ◽  
Personal Characteristics ◽  
English Language Proficiency ◽  
Negative Effects ◽  
Intercultural Communication Competence ◽  
Arab Students ◽  
The Relationship

This study was carried out to evaluate the relationship between English language proficiency (ELP) and intercultural communication competence (ICCC) of Arab students in Malaysia. This study included both of the quantitative and the qualitative data sets to further the information. The participants of this study were 108 Arab students from nine different Asian and African nationalities. Based on the results of this study, English language was the main means of education for the participants, and the main means of their communication with students from other cultures. The results from this study found some significant correlations between the attributes of ELP and ICCC. The good levels of ELP encouraged and enabled individuals to be involved in daily interactions with their peers from different countries who speak different languages, and their interactions helped them to improve the levels of their ELP. Moreover, the participants who obtained higher scores in English language proficiency test got higher mean scores in ICCC as well. Based on the results, in some cases, their personal characteristics and the low levels of their ELP had negative effects on the process of interactions among Arab and other students. The results of this study may add some interesting information in the literature regarding the relationships between ELP and ICCC of Arab students in an Asian multicultural collegiate environment.

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