scholarly journals Cultural awareness for intercultural communication in English language learning

2021 ◽  
Vol 2 (3/S) ◽  
pp. 212-215
Author(s):  
Saodatkhan Khodjaeva
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Cultural Awareness ◽  
English Language ◽  
Communicative Competence ◽  
English Language Learning ◽  
Intercultural Communicative Competence ◽  
Cultural Skills ◽  
Development Of Students

Intercultural communicative competence plays an important role in the development of students' language and communication skills. This article examines the cultural characteristics of intercultural communication in the study of the English language. Intercultural communication is a new "borderline" subject closely related to the teaching of English in higher education institutions. Thus, the proper use of linguistic and cultural skills is an essential part of intercultural communication skills.

scholarly journals The model of English language learning of the sport students

TIMS Acta ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 103-108
Author(s):  
Valentina Đorić
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Real Life ◽  
Linguistic Knowledge ◽  
Physical Culture ◽  
English Language Learning ◽  
Institutions Of Higher Education ◽  
Intercultural Communicative Competence ◽  
Multicultural Diversity

The knowledge of an English language is one of the crucial skills for any person in the field of sport. The multicultural diversity at international competitions and a large number of sports professionals working and competing worldwide created a bigger demand for a more adequate level of linguistic knowledge. Therefore, as a result of it, it is crucial to develop a model of learning English at the institutions of higher education where the focus will be on practicing the communication competence in the field of physical culture that would primarily be context based. This means that the learning environment and the curriculum should be organized in such a way that the students are placed in different situations where they will have real life simulations of the different situations in sport or training. The important part of this model would also be the cultural aspect of language learning which would contribute to the development of intercultural communicative competence.

scholarly journals Understanding the repercussions of intercultural communicative competence: a study on the degree of students’ cultural awareness, social and communication skills

2016 ◽  
Vol 13 (3) ◽  
pp. 5561
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Intercultural Communication ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
High Level

Demographic change is transforming the way we communicate. In many parts of the world, the society has become increasingly multicultural and multi-ethnic. In this context, intercultural cognizance is one of the pivotal facets for intercultural communication. The recent years has seen the emergence of the intercultural communicative competence (ICC) concept permeating the education field thereby a large and growing body of literature has commenced to investigate the concept of intercultural communicative competence (ICC) and its repercussion in the context of teaching and learning. The notion of ICC is incepted on the acquisition of several “savoirs” associated with attitudes and values, knowledge, skills of interpreting and relating, skills of discovery and interaction and critical cultural awareness. However, the process of acquiring and negotiating meaning in the context of intercultural communication lies a tremendous challenge and demands a continuous effort. Thus, the objective of this study is to probe on how students’ attitudes towards another culture affect their degree of cultural awareness and to deliberate how social and communication skills can foster intercultural competence that is influenced by the level of ICC acquisition. The findings indicate that the students possess intercultural competence in which they demonstrate positive attitudes towards individuals from other cultures; henceforth is reflected in the high cultural awareness amongst the students. Apart from this, the findings yielded also show that the students are able to exhibit and display significant competencies in both social and communication skills which are allied to the high level of ICC acquisition.  

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

scholarly journals PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

2021 ◽  
Vol 22 (1) ◽  
pp. 126-138
Author(s):  
ROZMEL ABDUL LATIFF ◽  
NOR HASNI MOKHTAR ◽  
RAJA HANANI RAJA MUSHAHAR ◽  
MICHI FARIDA ABDUL HALIM
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Limited English Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
English Proficiency ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Comprehensible Input

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Telecollaboration: Fostering Foreign Language Learning at a Distance

2020 ◽  
Vol 22 (2) ◽  
pp. 87-97
Author(s):  
Ayse Taskiran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Text Messaging ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Intercultural Communicative Competence ◽  
International Partnerships ◽  
Efl Students ◽  
Common Goals

AbstractToday, language learners can be linked with students in other countries to form international partnerships, which is often called telecollaboration. Some common goals of telecollaboration include cultural awareness, development of foreign language skills and intercultural communicative competence. This study intends to gain insights about the learners’ experience following a 5-week telecollaboration activity between 100 English as a foreign language (EFL) students from Jiangxi University of Finance and Economics in China and Anadolu University in Turkey. The participation in the project was on voluntary basis for Turkish students. The telecollaboration activity included three different stages in which learners from both countries were expected to be able to communicate using different channels (text messaging, voice calls, video calls, emailing) synchronously and asynchronously, to analyse and compare their own and their peers’ culture to build understanding of each other’s identities and to collaborate together to produce a cultural piece of work. At the end of the activity Turkish EFL students were invited to answer a questionnaire that aimed to gain insights about their experience related to telecollaboration activity. Results revealed that the participants mostly enjoyed the activity. They also believed the activity contributed to their language learning process, motivation and intercultural communicative competence.

scholarly journals Representations of source culture and target one in EFL coursebooks (on the basis of content analysis of “English File”)

2021 ◽  
pp. 45-58
Author(s):  
Gülşah Narlu
Keyword(s):  
Content Analysis ◽  
Social Life ◽  
Cultural Awareness ◽  
English Language ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
International Language ◽  
Content Analysis Method ◽  
Target Culture ◽  
Reading Texts

As an international language, English has gained more importance in international contexts to convey cultural messages. Hence, being proficient in the English language does not only require learners to be competent in the forms and functions of the language, but they also need to consider sociocultural values. In this regard, it is significant to be aware of the differences and similarities between the source culture and target cultures to build cultural awareness and have intercultural communicative competence. Being one of the most used teaching materials, coursebooks play a crucial role to develop intercultural communicative competence by introducing various cultures. Due to the importance of coursebooks in terms of representation of cultures, this study aims to examine the frequency of appearances of source culture, target culture, and international target cultures in reading texts of “English File Elementary” and “English File Pre-Intermediate” prepared by Latham-Koenig, Oxenden, Lambert, and Seligson (2019) and identify the topics through Byram’s criteria (1993). Employing content analysis method and mixed-methods, the study revealed that the representation of source culture is highly neglected while the target culture is frequently represented in the reading texts. Also, it was concluded that concepts and activities related to social life in various cultures is the most introduced topic in the reading texts. Keywords: intercultural communicative competence; coursebook content analisys; cultural representation; Byram’s criteria for coursebook evaluation; source culture; target culture.

scholarly journals Developing Communication Skills Through Motivation Among Acharya Nagarjuna University Students

2020 ◽  
Vol 8 (3) ◽  
pp. 15
Author(s):  
Tulluri Venkateswarlu ◽  
Professor M Suresh Kumar
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Important Variable ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Learning English

The present study analyses and determines various orientations of Acharya Nagarjuna University students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researcher adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learn English and therefore, it suggests that motivation is an important variable that shapes learners' idea about English language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of India with regional medium students or in similar settings in ESL speaking countries to find out differences in students' orientations.

scholarly journals Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice

2019 ◽  
Vol 8 (1) ◽  
pp. 62-71
Author(s):  
Umi Fitriyah ◽  
Ahmad Munir ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Intercultural Communication ◽  
Mixed Method ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teachers Perceptions ◽  
Cross Cultural Communication ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”

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