Methods of Effective Use of Films in the Formation of Linguistic and Intercultural Communication Competencies

2021 ◽  
Vol 3 (121) ◽  
pp. 129-146
Author(s):  
Z Zhumatayeva ◽  
S Zhumatayeva
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Language Competence ◽  
Advanced Level ◽  
Intercultural Awareness ◽  
Multicultural Environment ◽  
Communication Competencies ◽  
Effective Use ◽  
Different Cultures

This study presents an analysis of the theory of the development of intercultural competence and the theory of the use of films in the formation of intercultural communicative competence in teaching foreign languages, as well as approbation of the method of using films in content courses for the formation of this competence in the courses of the Kazakh language. The development of intercultural communicative competence is the development of the ability to build harmonious and productive relationships between representatives of different cultures. Intercultural competence, recognized as one of the key components of learning in the new century, increases the need to adapt teaching methods and materials in order to increase the intercultural awareness of future professionals. To be competitive in the international arena, to be ready for new opportunities and various challenges, modern young professionals need to be able to form and develop skills of interaction and cooperation in a multicultural environment, intercultural and business relations, critical thinking, and the development of skills in the use of advanced digital technologies.The results of a study conducted as part of the course “Cultural Studies and Kazakh Culture” with the participation of 45 advanced level students showed that the practice of intercultural competence develops their positive attitude towards their culture and the culture of other countries and encourages them to develop general language competence.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals Primary Teacher Trainees’ Intercultural Education The Italian case

2021 ◽  
Author(s):  
Elisabetta Pavan
Keyword(s):  
Prospective Teachers ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Primary Teacher ◽  
Intercultural Communicative Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Intercultural Awareness ◽  
Italian Case ◽  
Teacher Trainees

This study focuses on the importance of strengthening intercultural awareness among future Primary School teachers. Intercultural communicative competence plays a fundamental role in developing an honest and productive dialogue among people, whatever their origin, language or cultural heritage, and prospective teachers will be responsible for training the ‘good interculturalists’ of tomorrow. A survey was conducted among students attending a degree course for Primary Education Teachers to highlight what knowledge, practices and skills they have acquired regarding intercultural competence and whether they are able to deal with and successfully apply the notions of plurilingual and intercultural competence to their teaching practices.

scholarly journals The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 65-72
Author(s):  
Mas Muhammad Idris
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
English Teachers ◽  
First Century ◽  
Target Language ◽  
Educational Context ◽  
Intercultural Communicative Competence ◽  
Comprehensive Understanding ◽  
Intercultural Awareness ◽  
Twenty First Century

The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.    

scholarly journals MODERN APPROACHES TO THE STUDY OF INTERCULTURAL COMMUNICATION COMPETENCIES

2020 ◽  
Vol 64 (3) ◽  
pp. 99-104
Author(s):  
R. Mukhpulova ◽  
◽  
L. Sarsenbayeva ◽  
Keyword(s):  
Intercultural Communication ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
General Direction ◽  
Communication Competencies ◽  
Methodological Guidelines

The article presents an analysis of the development of research on the problem of intercultural communication from the positions of various scientific foreign and domestic directions. In comparative terms, modern approaches to the study of intercultural communicative competence are considered. Methodological guidelines: approaches and theories that determine the general direction of the author's research are defined. The model of intercultural communicative competence and practice-oriented tactics are highlighted as the leading ones. Also, the authors reveal approaches to determine the structure and development of intercultural communicative competence of Kazakhstani scientists

scholarly journals Implementing Critical Thinking Tasks to Fostering English Learners’ Intercultural Communicative Competence in a Genre-based Learning Environment

2018 ◽  
Vol 11 (12) ◽  
pp. 154
Author(s):  
Luis Fernando Gómez-Rodríguez
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Two Samples ◽  
Significant Step ◽  
Deep Culture

The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners’ intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, the article explains how the skills of discovery, of interpreting, and of relating, contained in the concept of ICC, can be articulated, complemented, and enhanced gradually through a set of more specific Critical Thinking Tasks. These mental skills can be useful to help learners understand, discover, interpret, and evaluate critically elements of deep culture that appear in different documents, genres, or texts produced by English-spoken cultures, other language communities, and learners’ own culture. Doing critical thinking tasks through genre-based approach can constitute a preliminary but significant step to enhance English learners’ critical intercultural awareness in EFL learning environments.

scholarly journals Developing intercultural competence in an academic foreign language classroom

2018 ◽  
pp. 133-154
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Intercultural Communicative Competence ◽  
Communication Course ◽  
Language Classroom ◽  
Students First ◽  
Interesting Area

This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Iranian EFL Teachers’ Perceptions, Practices and Problems Regarding Raising Students’ Intercultural Awareness

2016 ◽  
Vol 6 (7) ◽  
pp. 21
Author(s):  
Jafar Zamanian ◽  
Mahnaz Saeidi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
Training Time ◽  
Teachers Perceptions ◽  
Intercultural Awareness ◽  
Learning And Teaching ◽  
Mixed Method Design ◽  
Efl Teachers

<p>Intercultural approaches to language learning and teaching are strongly advocated and implemented in ESL contexts. However, little empirical research has addressed the extent to which such approaches are actually operationalized in EFL contexts and what the roles of the teachers are. This study investigated perceptions, practices and problems of 100 Iranian EFL teachers regarding raising students’ Intercultural Communicative Competence (ICC) awareness. Based on a mixed-method design, using questionnaire, observation, and interview, the findings indicated an apparent disparity between teachers’ perceptions about ICC and their current classroom practices. Teachers also identified and discussed a lack of training, time, and support to raise language learners’ ICC awareness. This study provides strong empirical evidence supporting the claim that it is difficult for EFL teachers to integrate culture into their teaching in order to develop learners’ intercultural competence.</p>

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 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.  

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