scholarly journals Language, Thought and Culture: Links to Intercultural Communicative Competence

2011 ◽  
Vol 40 (2) ◽  
Author(s):  
Denise Lussier
Keyword(s):  
Social Cohesion ◽  
Learning Process ◽  
Psychological Factors ◽  
Communicative Competence ◽  
Cultural Representations ◽  
Intercultural Communicative Competence ◽  
Ethnic Conflicts ◽  
Language Competence ◽  
Political Interests ◽  
Sustained Effort

We live in a world where many countries are at war, where religious and ethnic conflicts tend to intensify in spite of sustained effort from governments and inter-governments, where solitudes and tensions between linguistic communities still prevail. In a context where geo-political interests predominate, how do we view cultural and intercultural issues? How can we promote values and attitudes that recognize experiences of diversity and openness to other cultures? Can institutions such as schools and universities promote social cohesion through education? These issues are essential to mankind but they have to be looked upon with logical coherence.This article reviews existing theories, definitions and a conceptual framework to the development of ICC which involves cognitive, affective and psychological factors, and intends to capture the interrelations that are embedded in language, thought and culture. It argues that language competence needs to address not only the linguistic, sociolinguistic and pragmatic/discourse elements of langue but should also integrate (inter)cultural interactions, the development of (inter)cultural representations and transactions between individuals in the learning process. Nous vivons dans un monde dans lequel plusieurs pays sont en guerre ; dans lequel les conflits religieux et ethniques tendent à s’intensifier en dépit des efforts constants des gouvernements et des agences intergouvernementales ; un monde dans lequel les isolements et tensions entre les communautés linguistiques persistent encore. Alors, dans un contexte où les intérêts géopolitiques dominent, comment voyons-nous les problèmes culturels et interculturels ? Comment pouvons-nous promouvoir des valeurs et attitudes qui reconnaissent l’expérience de la diversité et l’ouverture sur les autres cultures ? Des institutions telles que les écoles et les universités peuvent-elles exhorter à une cohésion sociale à travers l’éducation ? Ces questions sont essentielles à l’humanité ; cependant, elles doivent être considérées avec une cohérence logique. Cet article passe en revue des théories existantes, des définitions et un cadre conceptuel au développement des CIC qui implique des facteurs cognitifs, affectifs et psychologiques ; et projette de capter l’essence des interrelations qui sont incorporés au langage, à la pensée et à la culture. Cet article soutient que la compétence linguistique doit se pencher non seulement sur les éléments linguistiques, sociolinguistiques et pratiques/ discursives de la langue ; mais devrait également intégrer des interactions (inter)culturelles, le développement des représentations et transactions (inter)culturelles entre les individus en processus d’apprentissage.

scholarly journals Developing ICC within the Activity Theory

1970 ◽  
Vol 44 (1) ◽  
pp. 149-162
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Activity Theory ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Major Goal ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Cultural Components ◽  
Adam Mickiewicz

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

scholarly journals PECULIARITIES OF DEVELOPMENT OF THE MASTER STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF AGRICULTURAL UNIVERSITIES

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.A KHLYBOVA ◽  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Educational Institution ◽  
Language Competence ◽  
Essential Condition ◽  
Self Study ◽  
Higher Educational ◽  
The Individual ◽  
Individual Self

The article discusses development of the master students’ foreign language communicative competence of technical (agricultural) higher educational institution. The requirement to develop foreign language communicative competence is an essential condition for the professional sphere of communication. The organization of the master students’ self-study allows to align the levels’ differences of students’ training to a certain extent. The article notes that the development of tasks of varying degrees of complexity in accordance with the levels of the students’ foreign language communicative competence intensifies the learning process significantly, increases both the classroom work and the individual self-study of students. In order to level the students’ foreign language competence, the study of lexical material is organized with an emphasis on the specifics of the terminology-rich agricultural scientific and technical texts. The process of working on specific texts develops the dictionary-oriented skills, forming a vocabulary in the direction of training, as well as the ability to use the studied lexical terms in professionally oriented discourse.

scholarly journals Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements?

2019 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Mas Muhammad Idris ◽  
Agus Widyantoro
Keyword(s):  
Learning Process ◽  
Intercultural Competence ◽  
World Wide ◽  
Communicative Competence ◽  
First Century ◽  
Intercultural Communicative Competence ◽  
Efl Teachers ◽  
Key Competencies ◽  
Teaching Learning ◽  
Global World

<p><em>In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.</em></p>

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.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals The intercultural component in an EFL course-book package

2016 ◽  
Vol 4 (3) ◽  
pp. 178-203 ◽  
Author(s):  
Zuzana Sándorová
Keyword(s):  
Content Analysis ◽  
Research Method ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Intercultural Communicative Competence ◽  
Information Communication ◽  
Main Research ◽  
Sociocultural Background

Abstract Along with mastery of the grammar and vocabulary of a given language, contemporary students are also expected to acquire intercultural communicative competence (ICC), i.e., the ability to use the language efficiently with regard to the sociocultural background of the communicative situation. This requirement should also be reflected in FL course-books, which are considered to be fundamental didactic tools in FL education, even in an era of information communication technologies. Therefore, the aim of the present paper is to report the results of the research focused on the investigation of intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages. To validate the findings of the content analysis, as the main research method, the method of triangulation was used, i.e., the results of the course-book package analyses were compared with those of observation and interview analyses. The findings of the research revealed that in the investigated course-book packages only some aspects of the intercultural component could be considered relevant because they were suitably treated.

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