scholarly journals Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Study ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teaching Sequence ◽  
Language Faculty ◽  
Language Program

<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students’ perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.</p>

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 148
Author(s):  
Sandugash Tleubay ◽  
Gulmira Nurzhanova ◽  
Saltanat Ybyshova ◽  
Saltanat Abdigulova ◽  
Aksaule Mankesh ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Communicative Development ◽  
The People ◽  
Globalizing World ◽  
High Level

This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.

scholarly journals THE USE OF WORD ASSOCIATION, DEFINITION, PROVERB, AND RIDDLE IN TEACHING VOCABULARY

2019 ◽  
Author(s):  
Debora Tahija ◽  
Hanum Fauziah ◽  
Adam Maulana
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Word Association ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Teaching ◽  
Language Program ◽  
Teaching Language

In language learning, either first language, second language or foreign language, teaching language components is part of a language program. In general, the language component consists of three, namely grammar, vocabulary, and pronunciation. Vocabulary is a collection of words that are owned by a language and give meaning when we use the language. There are many vocabulary that teachers don't teach this vocabulary, especially word association, proverb and riddle, and definition. in this study, we try to explain about those vocabulary with the examples.

Denotational Incongruencies in TEFL: Cognitive linguistic solutions for a didactic problem

2019 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
Olaf Jäkel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Semantic Analysis ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Intercultural Communicative Competence ◽  
English Classroom

Abstract Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2014). This contribution based on authentic evidence from the Flensburg English Classroom Corpus (FLECC) (Jäkel 2010b) is going to demonstrate that and how denotational incongruencies also affect foreign language teaching by creating problems of intercultural misunderstanding. The proposed approach to their comparative analysis can hopefully provide solutions. Thus, German “Bitte” is not always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially the types of granularity differential and even crosspiece incongruencies pose a didactic problem for teachers whose origin needs to be recognized. First of all, the cognitive field-semantic analysis contributes to a differentiated recognition by the teacher. In a next step, cognitive linguistics can contribute motivated solutions for TEFL and its teaching methodology. In sum, this makes for a two-stage consciousness raising enterprise: Teachers realize in how far denotational incongruencies interfere in their pupils’ foreign language learning. And they find appropriate methods to make their pupils aware of concrete cases of denotational incongruencies – an important ingredient for promoting intercultural communicative competence in foreign language teaching.

Lawyer's ICC as a Result of Integration of Linguo-Didactics, Linguoculturology, and Jurisprudence

2020 ◽  
pp. 173-190
Author(s):  
Elena Petrovna Glumova ◽  
Elena Gennadievna Sokolova
Keyword(s):  
Foreign Language ◽  
International Cooperation ◽  
Communication System ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Global Communication ◽  
Legal Regulations ◽  
Intercultural Communicative Competence ◽  
Interstate Disputes

In terms of the current complicated socio-cultural and economic situations in the global communication system, achieving international cooperation becomes a challenge for Russia. A lawyer carries out legal regulations of interstate disputes with peaceful measures in the process of foreign language professional communications. One of the most important factors of successful international activity in the legal sphere is to master lawyer's intercultural communicative competence (ICC), as knowledge of foreign linguocultural features of verbal and non-verbal lawyers' behavior contributes to mutual understandings in professional interactions. The structure and content of a lawyers' ICC indicates its integrative nature, which enabled the authors to recognize an ESP approach in the intercultural context as a modern and perspective variant of integrated foreign language teaching for future law bachelors. This study offers methodological recommendations to implement an ESP model aimed at the development of lawyer's intercultural communicative competence.

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