Acquiring Intercultural Communication Skills

This chapter examines issues in intercultural communication in regard to the use of English as a global language in the workplace of the 21st century. The findings that emerged from data gathered in two multinational companies inform discussion about the sort of communication skills that workers will require in the global workplace. A case study with an Australian undergraduate class served to examine whether the skills identified in multinational workplaces are, in fact, being developed in graduates. Based on all the above, the author has developed a four dimensional model comprising the intercultural communication skills that future graduates, including engineers and IT professionals, will require for global workplaces. Some strategies that will facilitate the development of such skills are also discussed.

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Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch027 ◽

2020 ◽

pp. 576-604

Author(s):

Ghada M. Awada ◽

Hassan B. Diab ◽

Kawthar H. Faour

Keyword(s):

Higher Education ◽

International Students ◽

Experimental Design ◽

Intercultural Communication ◽

Communication Skills ◽

Intercultural Sensitivity ◽

Control Group ◽

Learning Method ◽

Experimental Conditions ◽

Experimental Group

The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.

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The impact of Erasmus program on intercultural communication skills of students

E3S Web of Conferences ◽

10.1051/e3sconf/202016412013 ◽

2020 ◽

Vol 164 ◽

pp. 12013

Author(s):

Tatiana Baranova ◽

Aleksandra Kobicheva ◽

Elena Tokareva

Keyword(s):

Foreign Language ◽

Intercultural Communication ◽

Communication Skills ◽

Positive Impact ◽

Cross Cultural ◽

Cultural Communication ◽

Cross Cultural Communication ◽

Level Of Knowledge ◽

The Impact ◽

Quantitative And Qualitative Methods

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

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Communicating in context: Intercultural communication skills for esl students

International Journal of Intercultural Relations ◽

10.1016/0147-1767(86)90049-0 ◽

1986 ◽

Vol 10 (4) ◽

pp. 508-510

Author(s):

Stephen Cooper

Keyword(s):

Intercultural Communication ◽

Communication Skills ◽

Esl Students

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Competences of the interpreter

Philology & Human ◽

10.14258/filichel(2021)1-05 ◽

2021 ◽

pp. 68-79

Author(s):

Ekaterina Ulanova

Keyword(s):

Intercultural Communication ◽

Communication Skills ◽

Personal Development ◽

Decisive Role ◽

Background Knowledge ◽

Practical Significance ◽

Practical Skills ◽

Simultaneous Interpretation ◽

Professional Interpreter

The article describes the practical skills of the interpreter. It reviews necessary professional skills essential for the interpreter. The author describes professional and innate abilities as vital when mastering and improving one’s skills of the simultaneous interpretation: mental alertness, long-term and operational memories, diaphragm breathing, and communication skills. The presentation plays a decisive role in the interpretation, in this regard, the author speaks about the problem of the working tool of the interpreter: voice hygiene. A special place in the article is devoted to the concept of the background knowledge, cultural competence, and their practical significance for the interpreter. The author concludes that range and richness of the background knowledge means more than recent news from media. The article also depicts the grounds of common mistakes in studying interpretation. In conclusion, the author emphasises the necessity of interpreters’ motivation and qualified training that together with personal development and experience of intercultural communication can result in a competent professional interpreter.

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