Sustaining Intercultural Contact: Developing the Intercultural Communicative Competence of EFL Undergraduates in China

This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.

To successfully function in international business environments, students should be equipped with knowledge and skills of how to efficiently cooperate with representatives of other cultures. The present study aims to address the development of intercultural communicative competence in foreign language classes. The authors assert that the definition of «intercultural communicative competence» requires a more standard approach. This research is relevant since the literature review revealed a need for more research to explain the ways of developing intercultural communicative competence in Business English classes. The paper elaborates on the issue of developing intercultural communicative competence among non‐language major students in Business English classes. The paper's primary focus is the course program of The Business English elective course targeting fourth‐year students majoring in international relations, social communications, and regional studies at West Ukrainian National University. The course seeks to integrate the development of intercultural communicative competence into foreign language classes by employing interactive activities, such as role‐playing games, group projects, problem‐solving, group discussions, presentations, and participation in a final training session. The authors emphasize the importance of individual work for effective mastery of the material and developing intercultural communicative competence in classes. The authors apply the elements of the «flipped classroom» teaching principle, wherein students are expected to study a significant part of the material outside of class to apply the knowledge and develop intercultural communicative competence in the classroom. The prospects for further research include studying students' perceptions of the efficiency of various intercultural communicative competence development activities and investigating the impact of intercultural communicative competence on graduates` employment.

Although intercultural interaction permeates the entire educational system, the introduction of intercultural education at all educational levels is a slow and complex process. Particularly, the intercultural communicative competence (ICC) development among preschool and primary school children requires peculiar teachers’ knowledge and skills to form pupils’ ICC. The purpose of this article is to analyze the process of developing undergraduates’ ICC, and their methodological knowledge and skills in ICC formation in preschool and primary school children. The methodological basis of the work consists in axiological, interdisciplinary, and communicative approaches. The common goal of the research is to develop intercultural skills of future teachers who are ready, on the one hand, to deal with children from interculturally diverse back-grounds, and on the other hand, to prepare children to act in multiculturally diverse society. The study involved 167 students enrolled in the Bachelor programs of Pskov State University. The empirical research included three stages of the experiment. The content of the examination included complexes of interactive methods, with the help of which it was supposed to strengthen the formation of the ICC of bachelors, the ability to work in a team and the development of a set of instrumental competencies together with the development of the methods of teaching ICC to schoolchildren. The practical result of the study is a set of business games facilitating the undergraduates’ intercultural communicative competence development as well as their ability to develop the ICC in preschoolers.KeywordsIntercultural competenceInterdisciplinary approachProfessional developmentProfessional and pedagogical cultureTeaching skills

This study investigates the relationship between intercultural contact and intercultural communicative competence (ICC) among Chinese EFL learners at a university in Guangzhou. It adopts an integrated framework combining communicative and intercultural competence, analyzing how direct and indirect intercultural contact influences ICC development. Using questionnaires to assess intercultural contact and ICC, data from 185 students reveal that overall ICC is below the intermediate level, with linguistic competence being the weakest dimension. Intercultural contact is similarly limited, with indirect pathways such as multimedia dominating. The study confirms a strong positive correlation between intercultural contact and ICC, highlighting the reciprocal reinforcement between these factors. These findings provide practical insights for designing educational strategies to enhance ICC through increased and diverse intercultural engagement opportunities.

Numerous students are encouraged to study overseas in the hope of becoming competitive professionals in a global community. The two major benefits of studying abroad as commonly believed are foreign language acquisition and intercultural communicative competence development. To gain a deeper understanding of whether study abroad programmers have significantly positive impact on students’ linguistic gains and development of intercultural communicative competence, this paper reviews recent research on the development of language proficiency and intercultural communicative competence in the context of study abroad. It is found that study abroad duration is one of the key factors that influence the development of sojourners’ language acquisition and intercultural communicative competence. Students participated in one semester achieved the greatest development in terms of intercultural communicative competence. Regarding language learning, students’ speaking, listening, and reading skills could be significantly improved in both long and short term programmers. However, their writing skills need comparatively longer time to be substantially enhanced. Strategies that can be employed to maximize the students’ benefit from study abroad programmers are also identified.

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.

This paper aims to study the challenges to the development of intercultural communication competence from the perceptions of students of the 44th course of English Language at Hanoi Law University, to point out the problems caused by the challenges, and propose some practical strategies to improve the effectiveness of intercultural communication. The study used a mixed-method approach, combining qualitative and quantitative methods. Questionnaires and interviews were the main instruments utilized to collect the quantitative and qualitative data. The results show that the participants highly agree with the views on intercultural challenges such as cultural knowledge, language, ethnocentrism, uncertainty, stereotypes, prejudice, and discrimination. Challenges have caused many problems affecting the effectiveness of intercultural communication. Some solutions to improve intercultural communication competence have been noted, such as raising cultural awareness, changing attitudes positively in communication, improving cross-cultural communication skills, and actively participating in activities related to foreign cultures. This paper contributes valuable insights into the existing intercultural communication theory and offers further recommendations for fostering intercultural communication competence in higher educational environments.

The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor’s degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program “The English language: translation in business communications” and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.

The problem that is identified in this paper is the lack of pedagogical and didactic strategies and tools to allow the development and strengthening of Intercultural Communicative Competence in foreign language teaching and learning in the research context. From that perspective, this research aimed to design, implement and evaluate a pedagogical and didactic proposal to promote interculturality and the development of Intercultural Communicative Competence in virtual learning environments in English courses at Pontificia Universidad Javeriana. In order to achieve the main aim, there are included in the conceptual framework five sections: culture, interculturality, Intercultural Communicative Competence (ICC), teaching English as a foreign language and Information and Communication Technologies (ICT). For the pedagogical and didactic design, Byram's (1997) Intercultural Communicative Competence Model is adopted, which considers five Savoirs to measure the development of Intercultural Competence (Savoirs, Savoir- être, Savoir- comprendre, Savoir-apprendre/ faire, Savoirs'engager) each one is linked to a specific component (Awareness, Attitudes, Skills, Knowledge, Proficiency). Taking into consideration the methodological framework, a qualitative study has been conducted based on an interpretative paradigm in which the pedagogical and didactical design of the whole proposal was created; altogether, the proposal has five modules, however, for implementation purposes, just module 1 was implemented. After the piloting process, exploration and analysis of the results were carried out in the light of the categories established for this goal; these findings show a positive assessment of the promotion of interculturality in virtual learning environments, as well as improvements for the success of these types of proposals.

Purpose –– This chapter shows the connection between the reality of intercultural communication training and its importance to the development of intercultural communication competence, symbolised by the Rainbow Model of Intercultural Communication Competence. Methodology/approach –– 405 useable questionnaires (response rate=19.4%) were used from 56 German MNEs in a convenience sample of companies in the high-tech industry that are suppliers for the automotive, aviation, optical and chemical industry. Findings –– German MNCs provide traditional intercultural communication training sparingly to expatriates, but with adjustments depending on the target country. Only 41% of training recipients deemed the training helpful for their mission. Non-traditional training methods are administered more consistently. Practical implications –– The Rainbow Model of Intercultural Communication Competence should guide the implementation of customised intercultural communication training efforts. Social implications –– Assisting expatriates in their development of intercultural communication competence via intercultural communication training fulfils the social responsibility of multinational enterprises. Originality/value of chapter –– This chapter provides guidance to human resource specialists in the international arena to design and implement customisable intercultural communication training programmes for expatriates.

As globalization continues to deepen, intercultural communication competence has become an indispensable key skill in international exchange and cooperation. This paper aims to explore the theoretical construction of intercultural communication competence and its practical application in foreign language education. By synthesizing reviews of relevant literature from both domestic and international sources, this paper proposes an interactive theoretical model of intercultural communication competence that integrates the dimensions of attitude, knowledge, and skills. The model emphasizes the dialogic nature of intercultural communication, the equality of cultures, and the dialectical combination of globalization and localization. Based on this, the paper further develops a practical model that organically integrates intercultural communication competence, teaching segments, and teaching activities into a three-ring structure, providing a specific operational framework for the cultivation of intercultural communication competence in foreign language teaching. Through empirical research, this paper has verified the application effect of the proposed model in college English teaching. The results indicate that the model can effectively enhance students' intercultural awareness, knowledge acquisition, and communication skills. Finally, the paper puts forward a series of teaching suggestions aimed at promoting the comprehensive development of intercultural communication competence in foreign language education and points out directions for future research and practice.

This paper starts with an introduction of the importance of the current need for the development of intercultural communication competence. That is, with the development of global economy, intercultural communication becomes increasingly significant and frequent today. China, as a member of WTO, gets involved in more communications with other countries. More talents who have a good command of English knowledge and intercultural communication competence are in great need for China. Thus students majoring in Business English are faced with both great opportunities and challenges. They should not only understand what is culture and intercultural communication, but also master intercultural communication strategies and improve intercultural communication competence in their study. Armed with these essential competences, they can overcome culture barriers and reduce culture conflicts on international business occasions. This paper introduces the definition of culture and intercultural communication and comes up with three suggested ways to foster Chinese learners to develop their intercultural communication competence in Business English learning. It analyzes the importance and necessity of business communication from a global perspective, aiming to help the Business English learners to strengthen the awareness of intercultural communication, cultivate the strategies of intercultural communication and improve their communication competence.

The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students’ intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students’ intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.

Currently, the Romanian military students are part of a military organization that is transparent and open to knowledge, innovation and cooperation, where intercultural mediation and interaction with different cultures is fostered. Interculturality brings with it a new matrix of communication, which implies an opening from interpersonal and social communication to intercultural communication. And the military educational environment must have the capacity to develop and refine intercultural communication competence and to overcome the communication barriers that the young soldier encounters. A paradigm shift is needed in which the Self and the other are complementary. The research presents on the basis of literature the concept of intercultural culture and communication as well as the defining elements for communication competence and intercultural communication competence. To achieve the proposed objectives empirical research based on observation and analysis will be conducted. The development of intercultural communication competence in the military environment implies the ability to negotiate cultural meanings and value system, the cultivation of a tolerant, open and permissive attitude to diversity.

Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty