Development Of Intercultural Communicative Competence Research Articles

Intercultural Communication Competence

In the context of globalization and international integration, individuals must adapt to a multicultural environment characterized by the convergence of diverse cultures. This necessitates the development of intercultural communication competence to survive and thrive. This article aims to clarify the concept, structure, and manifestations of intercultural communication competence. Firstly, the article defines intercultural communication competence as the ability to understand, respect, and effectively use different communication methods from various cultures. It then analyzes the structure of this competence, encompassing skills such as cultural sensitivity, the ability to adjust communication behaviors appropriately to cultural contexts, and the capacity to manage cultural conflict situations. Finally, the manifestations of intercultural communication competence are illustrated through practical examples that demonstrate how individuals can show respect and understanding towards different cultural values and customs. The article provides a comprehensive view of the importance and aspects of intercultural communication competence, emphasizing its role in helping individuals adapt and grow in an increasingly culturally diverse world.

Developing Intercultural Communicative Competence (ICC) of English majors in courses dealing with the culture of English-speaking countries

UNESCO (2013: 16) describes “intercultural competences” as: (1) the necessary linguistic knowledge and awareness when interacting with people from different cultures; (2) relevant knowledge about specific cultures; (3) broad comprehension about the issues that arise when members of different cultures interact; (4) adaptable attitudes that encourage creating and sustaining contact with diverse members of society. The development of intercultural competence has increasingly been recognized as a vital aim of foreign language (L2) education. The aim of the study was to investigate the relationship between courses related to the culture of English-speaking countries and the development of intercultural communicative competence of English philology students. Specifically, it explores participants’ opinions on whether the culture courses support students’ ability to acquire academic-level communicative competence, fluency in formal and informal language, and a holistic understanding of the spectrum of Anglophone communities. The participants of the study were English philology students and lecturers teaching culture courses. A mixed methodology was used with two types of research methods: a student survey and semi-structured interviews with lecturers. The results of the study allow for a formulation of didactic implications for the development of intercultural competence of English philology students.

Intercultural Communication Competence: Theoretical Exploration and Practical Application from the Perspective of Foreign Language Education

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.

Oral translanguaging in telecollaboration: Effects on EFL learner intercultural awareness, learning and communicative competence

This study reported the intercultural communicative competence (ICC) development of twenty-one Taiwanese English as a Foreign Language (EFL) college students who participated in a five-week Taiwan-New Zealand telecollaboration program, Kindling, in a multimodal online environment. To this end we investigated 1) the association between their oral translanguaging practices and development of ICC, and 2) aspects of intercultural learning that impacted their translanguaging experience. Data included recordings of group-based online communication and reflection notes on their online Quality Talk (QT) discussions, to which we applied content analysis based on ICC framework. The findings indicated that oral translanguaging facilitated students' development of positive attitudes toward intercultural awareness and learning. Analysis of the cultural comparisons and perspective shifts recorded in their QT reflection notes revealed ways in which students experienced dynamic aspects of intercultural learning through oral translanguaging. These results encourage researchers and practitioners to provide opportunities for language learners’ ICC development and intercultural learning through oral translanguaging opportunities in digitally mediated socialization through telecollaboration.

FEATURES OF THE FORMATION FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF MASTER'S STUDENTS OF A LANGUAGE UNIVERSITY

This article discusses the methodology for developing foreign language professional competence of under-graduates in the educational program ―Training of teachers in a foreign language.‖ At the present stage, with the entry of the Republic of Kazakhstan into the global educational space, there is a need for highly trained personnel and specialists of the 21st century. The formation of foreign language professional competence contributes to the development of intercultural communicative competence among undergraduates, adapting them to different cultural contexts. The implementation of the competency-based approach, as one of the relevant approaches in education of the 21st century, and the cognitive approach, as the leading one in foreign language education, lead tohigh-quality final results and the formation of foreign language professional competence of future foreign language teachers. This article describes the results of applying the course ―Modern methodology of foreign language education in higher institutions‖.The aim of the course is to provide the necessary qualitative training of future foreign language teachers so that they can successfully realize in their pedagogical practice the main goal of foreign language teaching -the development of interculturalcommunicative competence of individuals. This is based on the principles and methods of foreign language education, which contribute to the formation of graduate students' ability to effectively communicate and interact with representatives of other cultures.

DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS’ INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE CONTEXT OF EDUCATION GLOBALIZATION

The article presents the research of the development of future foreign language teachers’ intercultural communicative competence in the context of education globalization. The aim of the article is to define the essence of intercultural communicative competence, its structure and components as well as to outline the peculiarities of its development in future foreign language teachers in the context of education globalization. The research methodology is based on the use of relevant scientific research tools, including analysis, synthesis, generalization, interpretation of empirical data and theoretical concepts present in the relevant scientific literature.Firstly, the essence of intercultural communicative competence was outlined, in contrast to intercultural and communicative competences, as well as the distinguishment between intercultural competence in a broad and a narrow sense was given. Secondly, such aspects of intercultural communicative competence (cognitive (including linguistic, sociocultural and discourse competence); affective (including psychological competence); behavioural (including communicative, strategic and pragmatic competence)) and components (linguo-cultural, socio-linguistic, socio-cultural, general cultural, pragmatic and thematic) were clarified and categorized. Thirdly, the characteristics of the development of intercultural communicative competence in future foreign language teachers in the context of education globalization (global thinking, tolerance and knowledge of foreign languages and awareness of diversity of cultures) were found out in the result of the research work.

Analysis of Development of Intercultural Communicative Competence in English Education

Analysis of Development of Intercultural Communicative Competence in English Education

BEYOND COMMUNICATIVE COMPETENCE: INTEGRATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN PRIMARY ESL CLASSROOM

In recent years, intercultural communicative competence (ICC) has become one of the goals of English language teaching in several countries in view of its emphasis on developing learners’ ability to communicate with people from various cultural backgrounds. In Malaysia, the implementation of CEFR-aligned curriculum has brought about the introduction of imported textbooks. Delving into the primary ESL classroom context, this study aimed to investigate the components of ICC in Get Smart Plus 4 and explore activities that contribute to learners’ ICC development. A content analysis was carried out to analyse the content of the textbook based on the listed components of intercultural competence. The findings revealed that Get Smart Plus 4 contained activities that contribute to the development of learners’ intercultural knowledge, attitudes, and skills. This study suggests that utilising the content in the imported textbooks is beneficial in promoting learners’ ICC in the primary ESL classroom.

Beyond borders: telecollaboration for internationalization at home in tertiary education

Guided by the framework of internationalization at home (IaH), this study employed a mixed-methods approach investigating the development of intercultural communicative competence (ICC) among a group of tertiary English as a Foreign Language (EFL) learners in Taiwan, facilitated through the means of telecollaboration. The telecollaboration incorporated 30 EFL learners and 30 learners of Chinese from Australia and New Zealand. Data collection encompassed EFL learners’ responses to a self-assessment questionnaire, their reflective essays, alongside instructors’ reflective journals. The findings showed that EFL learners held positive perceptions regarding their telecollaboration experience and reported substantial growth in ICC across three dimensions: cognitive, affective and behavioral. In applying various multimodal communication strategies, EFL learners realized and valued cultural similarities and differences. Their reflective accounts exhibited evidence of enhanced linguistic and cultural competences. The telecollaboration enabled them to increase their confidence in utilizing English, hone their digital literacy skills for effective communications, and establish conducive environments for their relational and emotional development with their teammates and instructors. The latter provided indispensable emotion in varying contingent situations. Incorporating the insights drawn from the instructors’ reflective journals, the study argues that telecollaboration as a pedagogical practice is the significant essence of effective IaH curriculum design and implementation.

Вопросы развития межкультурной коммуникации студентов в процессе глобализации высшего образования

The article considers global trends of higher education, the impact of academic exchanges between countries on the development and effectiveness of reforms in this field. It also analyzes the necessity of entering the process of deep international integration of higher education, the fact that academic exchanges in the context of globalization have created the need for the development of intercultural communicative competence among students, as well as the functions of its development. The integrative, axiological, psychological and organizational aspects of pedagogical activity are analyzed.

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

PurposeThe purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.Design/methodology/approachThrough the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.FindingsFindings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.Originality/valueThis study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

Integrating Chinese Cultural Elements in English Reading Curriculum

This paper discusses the importance and methods of integrating Chinese cultural elements into English reading courses. By analysing some real-life cases, this paper proposes strategies for integrating Chinese cultural elements in English reading courses with a view to increasing students’ interest, broadening their horizons, and promoting the development of intercultural communicative competence. Incorporating Chinese cultural elements in the English reading course helps to achieve the objectives of the course and improve the quality of teaching.

Resisting EFL Textbooks in the English as a Foreign Language Education System

A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world.

From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean

AbstractAs the objective of language teaching is shifting from producing so‐called “native‐like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed‐method approach with focus group interviews (n = 46) and a survey (n = 342), this study examines Chinese, Japanese, and Korean language learners' out‐of‐class intercultural experience and examines how interpersonal engagement and media usage are associated with the three dimensions of ICC: approach, analyze, and act. The study found that while both interpersonal interactions and media usage related to target language were positively associated with self‐reported gains in all three dimensions of ICC, media use consistently had a greater effect on ICC than interpersonal interactions. The implications of these findings for language educators are discussed.

Facilitating Intercultural Communicative Competence through a Multiliteracies approach: musical input as the missing link

Foreign Language (FL) learning has undergone a shift away from the communicative approach and towards a pedagogy of Multiliteracies. In an ever-changing society characterized by a digital and multicultural context, the necessity of developing Intercultural Communicative Competence (ICC) in FL learning across all levels through a pedagogy of Multiliteracies has become a priority. In this regard, musical input is an ideal medium to explore culture in the FL learning classroom which enables the integration of affective experiences from an intercultural perspective. The reasons for the implementation of musical input into FL learning curricula to develop ICC is twofold: on the one hand, it may serve to stimulate students’ awareness towards the target culture; and, on the other hand, it may be an effective way to engage students in intercultural encounters from an affective point of view. A corpus has been designed in order to analyze those studies on the development of ICC in FL learning across all levels through a Multiliteracies approach. The findings demonstrate that the use of musical input to develop ICC in the FL learning classroom through a pedagogy of Multiliteracies is scarce. Moreover, this study seeks to promote musical input-based activities to facilitate the development of ICC in the FL learning classroom through a Multiliteracies pedagogy.

DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN BUSINESS ENGLISH CLASSES

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.

Consideration of the national communicative behavior features in the public food service when teaching Russian to Chinese students

The article is devoted to the relationship between the linguistic and cultural aspects of communicative behavior and their consideration in the content of teaching Russian as a foreign language. The object of our study is the norms and traditions of everyday behavior of Russian and Chinese culture representatives in the field of public food service. The purpose of the study is to compare Russian and Chinese traditions of communicative behavior in the gastronomic field, to determine the level of ethnocultural and linguistic knowledge of international students in this study area, to identify the relationship between their level of knowledge and the development of the students’ intercultural communicative competence, which is an integral characteristic of the personality. We aim to substantiate the need to take into account the features of the national communicative behavior in the field of public food service in the content of teaching the Russian language to Chinese students. The study was conducted using the methods of the analysis of scientific and educational literature on the research problem, the survey of 962 students from higher educational institutions of China, mathematical processing of the obtained data and a comparative analysis. Quantitative and substantive processing of the survey data showed considerable differences in the norms and traditions of Russian and Chinese culture representatives in this study area, a low level of students’ ethnocultural knowledge, a high level of students’ lexical knowledge in the field of public food service and cultural barriers affecting the level of Chinese students’ intercultural communicative competence development. The article comes to the conclusion about the need to take into account the communicative-behavioral aspect of everyday life culture and the norms and traditions of Russian and Chinese cultures in the field of public food service in teaching Russian as a foreign language. Research prospects are connected with the development of the educational interactive platform “Gastronomic trip through time”.

Cultivation of Students’ Intercultural Communication Competence Based on Situational Teaching Method in the Context of Key Competence

At the beginning of the 21st century, the European Union, in response to the wave of globalisation and the challenges of a knowledge-based economy, has vigorously promoted a lifelong learning strategy in the field of education and training, and has proposed key competence. The importance of intercultural communication has become increasingly evident in the process of globalization. English language teaching plays an important role in facilitating students’ intercultural communication skills. In English classroom teaching, we should not only attach significance to the language knowledge, but also integrate cultural concepts into English teaching and learning, so that students can perceive and experience the differences between Chinese and Western cultural practices. Situational teaching method is a lively and interesting method that integrates knowledge with context and can provide methodological guidance and implications for the cultivation of intercultural communication competence of high school students. This paper attempts to combine situational teaching method and intercultural communication skills development, and to investigate the effect of situational teaching method on the development of intercultural communication skills of high school students, so as to provide an effective method for the development of intercultural communication competence of high school students.