Model Of Communicative Competence Research Articles

Learning Chinese and making meaning – ways to develop intercultural citizenship in the foreign language classroom

Abstract Using Chinese language teaching in an engineering department as an example, this paper explores how language teaching can meet the challenges of globalisation and the advancement of technology by fulfilling its educational function as described in Byram’s model of intercultural communicative competence. By adapting theories and practices from counselling psychology, the proposed curriculum focuses on emotions to help learners uncover emotional barriers that arise when confronted with differences. It will support learners in raising awareness and developing their capacity to negotiate differences, leading to more effective cooperation with others. The paper discusses the use of experiential exercises in the classroom. They include those developed in Chinese language pedagogy, namely the performed culture approach and those developed in humanistic psychotherapy, such as body psychotherapy. The aim is to help learners notice their own feelings, attitudes, and behaviour as well as the otherness of the other in the classroom. This approach is powerful because it is in the here and now. It utilises movements and different senses as well as cognition. It helps uncover barriers to intercultural communication hidden under the surface by making the unconscious conscious. Reflection is a key part of this process. Learners are expected to reflect on their own thinking and feelings and to make sense of the dynamics in the classroom. Learners are expected to develop reflexivity, subjectivity and intersubjective awareness while acquiring linguistic competency and social cultural rules of use.

The Development and Validation of English Communicative Competence Model for High School Students in Korea

The Development and Validation of English Communicative Competence Model for High School Students in Korea

USING INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN MANAGING MULTICULTURAL TEAM PERFORMANCE

This article provides the relevance and effectiveness of intercultural communication competence for managing multicultural teams within Kazakhstan-based international companies. This research seeks to assess project managers and team members’ knowledge, attitudes and skills related to intercultural communication competence. Byram’s model of intercultural communication competence will be utilized with its emphasis on cultural knowledge and attitudes. This study’s significance lies in its focus on cross-cultural management and communication in diverse work environments, using quantitative survey research methodologies conducted among project managers and team members in Kazakhstan international companies. The purpose is to investigate whether project managers and team members from multinational companies in Kazakhstan, operating in diverse cultural settings, possess the ability to identify elements of cross-cultural communicative competence while overseeing their teams and supervising the performance of their subordinates. Data analysis offers insights into intercultural communication competence knowledge, attitudes and skills within their specific context. These findings contribute to existing knowledge on intercultural communication competence and its application in managing multicultural teams, emphasizing the significance of cultural knowledge, positive attitudes toward diversity and effective communication skills for achieving successful project results. Furthermore, the results can provide practical implications for project managers and organizations looking to enhance their intercultural communication competence.

The Impact of Street Interviews on Chinese EFL Undergraduates’ Intercultural Communicative Competence

The study adopts Byram’s Intercultural Communicative Competence (ICC) model as the theoretical framework, and structured interviews were conducted to explore the impact of street interviews on the participants’ ICC. Analysis results revealed street interviews help students acquire knowledge in intercultural attitudes, intercultural knowledge, skills of discovery and interaction, and critical cultural awareness, aligning with the four components of Byram’s ICC model. Meanwhile, they have positive perceptions of street interviews. Therefore, street interviews have a positive effect on the development of participants’ ICC.

Systematic Review (2003–2023): Exploring Technology-Supported Cross-Cultural Learning through Review Studies

Technology-supported cross-cultural learning (TSCCL) is essential for effective intercultural communication, fostering global understanding, and facilitating collaboration in an interconnected world. Although previous studies and review articles have explored this field, a comprehensive analysis of trends and key findings in these reviews is lacking. This study aims to fill this gap by conducting a thorough examination of existing review studies. We employed a narrative synthesis approach consisting of three phases: preparation, organization, and abstraction. We selected and systematically reviewed thirty-one review articles published in twenty-five journals between 2003 and 2023. Our findings highlight key aspects of the reviewed articles, such as keywords, databases, selection criteria, theoretical foundations, content analysis, research questions, findings, and limitations related to technology-supported cross-cultural learning. We found that the researchers used various strategies for literature searches, including single, double, or multiple keywords depending on the study’s focus. The most commonly used keywords were telecollaboration, intercultural, communication, competence, language learning, and technology, indicating their significance in current research and practice. The number of papers reviewed varied across studies, as did the timeframe coverage, ranging from a few years to several decades. Researchers employed different databases, with Web of Science, ERIC, Scopus, and Google Scholar being the most popular choices. Inclusion and exclusion criteria were established to ensure methodological rigor and relevance. Theoretical foundations, such as the telecollaboration model and intercultural communicative competence model, were frequently employed. Open coding was the dominant content analysis approach used. Research questions were present in some studies but not explicitly stated in others. These findings shed light on the strategies and considerations used by researchers in conducting review studies on technology-supported cross-cultural learning, providing guidance for future research. The study presents a reference table encompassing all previously published reviews, which can be valuable for future scholars. By gaining insights from past studies and identifying unexplored research avenues, researchers can benefit from this report. Additionally, the implications and suggestions derived from this review study are valuable for educators and researchers in the TSCCL field. This review addresses gaps in the existing literature and contributes to advancing knowledge in the field of TSCCL.

Communication models in a foreign language in relation to cognitive style category width and power distance.

Understanding how category width of cognitive style and power distance impact language use in cultures is crucial for improving cross-cultural communication. We attempt to reveal how English foreign language students, affected by high-context culture, communicate in English as a foreign language. What models of foreign communicative competence do they create? We applied association rule analysis to find out how the category width of cognitive style affects the foreign communication competence in relation to culture and language. The requester tends to be more formal and transfers conventional norms of the culture of the mother tongue into English, which mainly affects the use of alerters and external modifications of the head act of request. A broad categorizer, regardless of social distance, prefers to formulate the request in a conditional over the present tense form, contrary to narrow categorizers who, in a situation of social proximity, prefer the request form in the present tense. A similar finding was shown in the case of external modifications of the head act, where we observed the inversion between broad and narrow categorizers, mainly in the use of minimizers and mitigating devices.

영어교육의 새로운 패러다임으로서 복합양식 리터러시 연구

Objectives This study proposes a model of multimodal communicative competence for English education in Korea based on the review of multimodal literacy theories and suggests instruction, materials, and evaluation methods to implement the model in the school curriculum.
 Methods To this end, the study reviewed the theories of Canale and Swain (1980), Byram (1997), and Coccetta (2018) to select sub-competency elements that are applicable from a school curriculum perspective, based on Royce's (2002, 2007) concept of multimodal communicative competence (MCC).
 Results The study extracted four sub-competency categories that constitute MCC: linguistic competence, discourse competence, sociolinguistic competence, and multimodal competence, and set up five stages of elements to constitute multimodal competence, considering the current perspective of competency education: attitude, knowledge, receptive skills—viewing, productive skills—presenting, and multimodal literacy.
 Conclusions This study proposes a multimodal communicative competence model and its sub-competency elements that expand the traditional language-centered communicative competence model for English education by including non-verbal communicative modes from a school curriculum perspective. This study is expected to contribute to the improvement of the learner’s communicative competence by complementing the learning of non-verbal communicative modes, which have been neglected in the practice of English education.

Developing the theoretical model of Chinese physical education teachers' health communication competence: based on grounded theory.

Physical education teachers' health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers. This qualitative research utilized interviews as the primary data collection method. Purposeful sampling was employed to select participants, including university teachers, primary and secondary school teachers, and health education professionals from diverse regions of China. A total of 31 participants were interviewed through two focus groups (N = 15) and individual semi-structured interviews (N = 16). Grounded theory was used to analyze and code the collected interview materials. The health communication competence of physical education teachers consisted of three main categories, 10 subcategories, 30 concepts, and 240 statement labels. The three main categories were as follows: (i) foundations of health communication knowledge and skills (this category encompassed three subcategories, namely sport and health knowledge reserve, health beliefs, and health behaviors); (ii) health communication perception competence (this category included two subcategories, namely health risk and crisis perception competence and communication audience perception competence); and (iii) practical competence of health communication (this category consisted of five subcategories, namely language expression competence, organizational and design competence, utilization of new media tools competence, communication content selection and processing competence, and professional skills). The theoretical model of health communication competence in this study provides a foundation for the involvement of physical education teachers in health communication work. It can serve as a reference for the development of both pre-service health education courses and in-service training systems for physical education teachers. Future research can expand the sample size and geographic coverage to further validate the applicability of the findings. Additionally, investigating the factors influencing the formation of the identified competencies is recommended.

Linking second language speaking task performance and language testing

Abstract This written version of a plenary to the Language Testing Research Colloquium relates research into second language speaking task performance to language testing. A brief review of models of communicative competence and of speaking is provided. Then, two major areas within testing are discussed: the concepts of difficulty and ability for use. The next section covers research into spoken task-based performance, covering effects from task conditions, and from task characteristics. In addition, the measurement of such performance is described and briefly compared with performance rating in testing. Then, the final section relates the task research findings to language testing. A framework for testing spoken performance is outlined, and the general claim made that effective sampling through tests, in order to generalise to real-world performance, can usefully draw on findings from second language task research, as well as the distinction between Conceptualiser and Formulator processes.

A Structural Relationship Model of Communicative Competence

Aim: To investigate the most appropriate model of students' competence to communicate using Structural Equation Modeling (SEM) as the basis for the instrument's design in analyzing the relationship of readiness to direct learning, strategy in language learning, learning environment, and communicative competence.
 Study Design: Quantitative Causal Analysis.
 Place and Duration of Study: Region XI, Philippines, during the second semester of 2022.
 Methodology: The stratified Random sampling technique was utilized using Raosoft Application to select the 1184 high school students. The instrument underwent pilot testing and obtained an average Cronbach alpha of .954. Consent forms were obtained from the respondents' parents. All respondents were oriented on the purpose of the study.
 Results: The findings showed that the level of readiness in direct learning, language learning strategies in the learning environment, and communicative ability were high. It was also found that there was a significant relationship between direct learning readiness, language learning strategies, and students' learning environment with communicative ability. Moreover, model 5 is the best fit. The findings support Reynolds and Walberg's Theory of Academic Achievement which states that the psychological characteristics and way of dealing with a student influence what he achieves when it comes to behavior, attitude, and cognitive matters, and Canale and Swain's Theory of Communicative Competence which states that communicative language in teaching requires an environment of trust and confidence where students interact without fear or threat of failure and the importance of the classroom environment in developing communicative competence.
 Conclusion: The results highlighted the influence of psychological characteristics on educational outcomes and underscored the importance of a trusting classroom environment for developing communicative abilities.

Research into Intercultural Communicative Competence: A Model Test

This study intended to propose a model of intercultural communicative competence integrating international posture, L2 motivational self-system, autonomy, and cognitive learning strategies. To do so, 180 EFL learners in the Iranian EFL context, selected by convenience sampling procedure, participated in the study. The findings, derived from structural equation modeling, showed that the model adequately fits to the data. That was discussed that interest in seeking international affairs and making intercultural friends, desire to bridge the gap between their current and future selves, taking responsibility for learning, and employment of deep/surface learning strategies direct learners to open conversation with the speakers of other ethnicities. Finally, implications for language teachers and policymakers to inspiring learners to be competent in intercultural communication were provided.

Intercultural Communication Strategy for the Development of International Student Service Systems

The number of international students is an indicator of tertiary performance assessment, so each tertiary institution tries to attract prospective students from abroad with various program offers and services provided. This research was conducted using a qualitative descriptive approach with in-depth interviews with international student services staff with the aim of knowing and analyzing their communication strategies as well as the intercultural communication competencies that international student services staff need to possess. The study results were analyzed referring to the Theory of Communication Accommodation and Theory of Intercultural Communication, which then mapped out the findings based on Byram's Intercultural Communication Competence model (attitudes, knowledge, connecting skills, discovery and interaction skills, and critical cultural awareness). Knowing the intercultural communication strategies needed to serve international students is expected to improve the quality of services provided.

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

In recent years, the importance of developing intercultural communicative competence (ICC) has gained significant traction. Since language teachers are expected to play a crucial role in helping students to develop their ICC, this review article aims to analyze the research available about this construct to understand its implications for teaching English as a Foreign Language (EFL) in academic settings. It begins by examining the current understanding of ICC and its importance in language learning. It then looks at how an ICC-based curriculum can be paired with a constructivist pedagogical approach to create a learning environment that promotes the exploration, experience, and comprehension of intercultural communication opportunities and challenges. Finally, it concludes with a discussion of the potential implications of incorporating ICC into English language instruction in Pakistan and other similar EFL contexts. This includes its impact on teacher education as well as its wider social implications for promoting interculturality in EFL learning environments.

On Communicative Competence and Intercultural Understanding through the Lens of the Japanese Government-Approved English Language Textbook

It has been more than decades since English education in Japan started focusing on communicative competence. Textbooks and lessons in public schools are chosen based on a government-made Course of Study (Guideline). The Guideline puts emphasis on communicative competence and intercultural understanding in terms of English language education. The Government’s efforts to enact reform measures have failed, and the outcomes of various international assessments of Japanese English proficiencies are unsatisfactory. It implies that despite great effort the goal set by the Guideline has not been achieved yet. Students are motivated to learn English not for communication purposes but for test taking. This study examines a government-approved textbook for high school students’ required course from Sanseido Press to see how the Guideline’s objective is reflected in it. Since it is important to raise cultural awareness, this study tries to figure out how this textbook helps students understand other cultures. This study uses Alptekin’s model of intercultural communicative competence and analyses the content of this textbook. This model is best for figuring out what makes effective intercultural understanding for nonnative English learners, which requires knowing about different cultures and being able to use that knowledge appropriately in any situation. The findings revealed a clear bias towards Japanese cultures and US citizens. It is assumed that American English is considered an ideal model for English education in Japan. It is recommended that textbooks accept the concept of World Englishes, include a more diverse culture, and get nonnative speakers involved. Keywords: English education in Japan; intercultural understanding; cultural awareness; World Englishes; intercultural communicative competence

Content validity for an autobiographical interview for older adults.

To validate a proposal for an autobiographical interview oriented to the typical older adult. Questions for a semi-structured autobiographical memory interview were designed and a protocol for its application was developed. Fourteen Speech and Language Pathologists judges and 14 older adults were used. Additionally, 2 interviews were conducted. Subsequently, content validity was obtained by means of Lawshe's classic procedure. Also, using a complementary evaluation for comprehensibility and length of the interview, as well as a data triangulation procedure with the judges and participants of the pilot experience. Of the 22 items evaluated, only 4 were above the critical reference value (0.49). The need to incorporate this measure of analysis in the context of respect, identity and agency of older adults is discussed as part of a change in thinking under the gaze of person-centered care and a communicative competence model. As well as the need to incorporate different cultural paradigms and the use of digital technologies.

Validez de contenido para una entrevista autobiográfica para adultos mayores

ABSTRACT Purpose To validate a proposal for an autobiographical interview oriented to the typical older adult. Methods Questions for a semi-structured autobiographical memory interview were designed and a protocol for its application was developed. Fourteen Speech and Language Pathologists judges and 14 older adults were used. Additionally, 2 interviews were conducted. Subsequently, content validity was obtained by means of Lawshe's classic procedure. Also, using a complementary evaluation for comprehensibility and length of the interview, as well as a data triangulation procedure with the judges and participants of the pilot experience. Results Of the 22 items evaluated, only 4 were above the critical reference value (0.49). Conclusion The need to incorporate this measure of analysis in the context of respect, identity and agency of older adults is discussed as part of a change in thinking under the gaze of person-centered care and a communicative competence model. As well as the need to incorporate different cultural paradigms and the use of digital technologies.

Monitoring of the Non-Linguistic University Student’s Cross-Cultural Communicative Competence Model

Monitoring of the Non-Linguistic University Student’s Cross-Cultural Communicative Competence Model

DEVELOPING A SCALE FOR ASSESSING COMMUNICATIVE COMPETENCE OF STUDENTS LEARNING ENGLISH FOR SPECIFIC PURPOSES

The aim of this paper is to use models of communicative competence for designing a scale for assessing communicative competence. The first part of the paper defines communication, as well as communicative competence. Furthermore, models of communicative competence are presented, as well as the similarities and differences between them. Based on the presented models of communicative competence, the authors propose a scale for assessing students' communicative competence. This scale encompasses all the components of communicative competence that are relevant for assessing communicative competence. Also, an example of an activity through which students can be tested is presented. Based on the research conducted earlier using this scale, the paper argues that this scale could be a very good tool for testing communicative competence of students who are learning English for Specific Purposes (ESP).

EFFECTIVE METHODS OF TEACHING SPEAKING SKILLS AS A MEANS OF SUCCESSFUL INTERCULTURAL COMMUNICATION

The article is devoted to the problems of speaking skills in a foreign language, which cause barriers in communication with native speakers among students of language faculties. After analyzing various scientific works devoted to this problem, the authors come to the conclusion that the development of speaking skills is an important part in teaching a foreign language, since knowledge of individual words, phrases and grammatical rules of a foreign language does not guarantee successful communication. Due to the modern requirements of society, speaking skill is closely related to the concept of "intercultural communication", without highly developed speaking skills, effective intercultural communication is impossible. Nowadays, the world needs such specialists who will be able to enter into intercultural communication by understanding the culture of a foreign country. For this reason, the article discusses the problem of teaching speaking skills in the context of intercultural communication. The authors also showed a model of intercultural communicative competence. In the practical part of the study, the author demonstrated several effective tasks for the development of speaking skills among students of language faculties. In our research work, we used such methods as theoretical analysis of literature, pedagogical observation, experiment, and statistical data analysis. Key words: competence, brainstorming, discussion, speaking skills, intercultural communicative competence, logical support scheme.