scholarly journals THE FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE USING MODELLING METHOD

2020 ◽  
Vol 68 (4) ◽  
pp. 24-31
Author(s):  
A.K. Zhunussova ◽  
◽  
A. Althonayan ◽  
A.A. Golovchun ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Education ◽  
General System ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Entire System ◽  
Intercultural Communicative Competence ◽  
Modelling Method ◽  
Modern Era

In the article, the modelling is considered as one of the effective methods in the formation of intercultural and communicative competence of students. The FLT system, like any other system, functions and develops in the light of its predetermined goals and planned results, and this regulates the delineation of several subsystems within the parameters of the entire system - in this case, a foreign language education system. The necessity to move away from a narrow book understanding of “foreign languages” towards the general system of foreign language education as a multifaceted area of research has become apparent in the modern era.

scholarly journals ICC Nurturing Strategies in the Context of Sino-foreign Institutes

2021 ◽  
Vol 11 (9) ◽  
pp. 1072-1079
Author(s):  
Xiaomei Zhu ◽  
Anwei Feng
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Higher Education In China ◽  
Education In China ◽  
Development Of Students

This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.

Foreign Language Teachers and Intercultural Competence Teaching. Are they in Favour or Against It? Results from an International Investigation

2006 ◽  
Vol 151 ◽  
pp. 15-31
Author(s):  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
International Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Teachers ◽  
Teaching In Foreign Language

Foreign language curricula now frequently require foreign language teachers to integrate intercultural competence teaching in foreign language education. This study's objective was to investigate whether and to what extent foreign language teachers support this new objective. To that aim, an international research design was developed, involving teachers in Belgium, Bulgaria, Greece, Mexico, Poland, Spain and Sweden. Our findings suggest that the larger part of the teachers who participated in our study are clearly willing to teach intercultural communicative competence (icc) in their classrooms, but that this overall positive disposition is conditioned by a number of convictions regarding the best way to teach ICC. In addition, we found that, despite differences in national teaching circumstances, teachers in different countries share a number of these convictions.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

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 INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

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.

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