Intercultural Interaction Research Articles

Exploring the Relationship Between Language competence and Intercultural Communicative Competence Among English as a Foreign language Learners: A Mixed-Methods Study

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

Cultural Diversity, Communication, Inclusivity and Collaboration in Nigerian Workplaces: A Review

The increasing cultural diversity in Nigerian workplaces has intensified the need for effective communication strategies to manage intercultural interactions and foster inclusiveness. This study examines the implications of cultural and linguistic diversity within Nigerian organizations, addressing the complexities of navigating ethnic, religious, and linguistic differences. The Communication Accommodation Theory (CAT), Social Identity Theory (SIT), and Intergroup Contact Theory provide foundational frameworks for understanding and managing these dynamics, with CAT highlighting how convergence and divergence in communication styles can bridge or amplify social divides. Through a detailed analysis of Nigerian workplace environments, this paper identifies key communication challenges, including language barriers and identity-driven in-groups, while proposing strategies rooted in CAT, SIT, and Intergroup Contact Theory to enhance collaboration and reduce tensions. Recommendations for organizational management, such as language training and structured intergroup activities, aim to foster a more inclusive and productive environment, acknowledging both the opportunities and challenges posed by Nigeria’s unique socio-cultural landscape.

The Impact of Virtual Exchanges Using English as a Lingua Franca on Students’ Linguistic and Intercultural Competence

We created an eight-week virtual exchange (VE) programme called the Virtual Culture Trip which enabled 68 students from seven countries to engage in online intercultural interaction under the guidance of educators. This study investigated participants’ perceived language skill improvement and intercultural competence (IC) after the programme, the change in their interest in the VE discussion topics, and the relationship between their self-perceived improvement and background factors. Quantitative and qualitative analyses were conducted on data obtained from the pre- and post-surveys of 48 students. Results showed that participants believed that their language skills and the four IC constructs (i.e., knowledge, attitudes, awareness and skills) significantly improved. They also seemed to become more interested in the discussion topics. Some statistically significant differences were observed in the abilities to use the language between males and females and these differences might also be associated with the interaction between gender and prior VE experience. Moreover, the interaction between age and English level led to statistically significant differences in their perceived development of intercultural skills. The study shed light on how VE conducted through English as a Lingua Franca can be an enabling means to facilitate interactions across Global North and Global South countries despite challenges posed by geographical immobility due to resource limitations or a global pandemic.

Strategies for the implementation of internationalization in institutions of higher education

The article defines the strategies of internationalization of higher education institutions (HEIs), which include: international partnership, exchange of higher education graduates and teachers, program exchange. The issue related to selection into the program and representativeness of participants was considered. Particular attention is paid to the approaches to the implementation of internationalization in higher education: study abroad, language internship, scientific internship, commercialization and homogenization of educational programs. The intercultural interaction in the university environment is described, which requires the development of an effective language policy and the support of language equality. Research in this area can help in formulating strategies for intercultural understanding and improving the quality of international communication. The article discusses the competition among universities to attract the best students and scholars from around the world. It has been determined that understanding the impact of internationalization on the attractiveness and competitiveness of higher education institutions is a key factor for their success. It has been outlined that the development of technology promotes new forms of learning and collaboration between universities from different countries. Understanding the impact of technology on the internationalization of education helps optimize processes and improve the quality of learning.

Challenges and coping strategies in airline service under crosscultural context

This study explores the challenges faced by airline cabin service from the perspectives of globalization and intercultural communication, as well as potential strategies to address these issues. The paper first reviews and analyzes the intercultural interaction problems that have emerged in airline cabin service, including language barriers, cultural clashes, and the misunderstandings and conflicts they bring. Subsequently, through field research and in-depth interviews, this article proposes and demonstrates a series of strategies to address these issues, including providing cultural adaptability training, enhancing cabin crew's language proficiency and intercultural communication skills, and improving the quality of service. Through the study and analysis of these strategies, this paper concludes that intercultural sensitivity and adaptability are crucial for improving the quality of airline cabin service and passenger satisfaction, providing theoretical basis and practical reference for airlines.

Bungen—An East Asian Philosophy of Culture in Terms of Intercultural Interactions and a Reinterpretation of Watsuji’s Concept of Aidagara

Influenced by Hegel, modern Chinese philosophers (e.g., Mou Zong-San, Lao Sze-Kwang, etc.) and Japanese philosophers (e.g., Nishida Kitaro) were inclined to narrate Chinese or Japanese culture in terms of the Hegelian concept of ‘spirit’. Nevertheless, the Hegelian philosophy of culture assumes the existence of an unchangeable cultural spirit and was therefore criticised by Watsuji Tetsuro. Watsuji denies the existence of an unchangeable cultural spirit and argues that cultures arise from the aidagara (interactions) between Ningen (human society) and Fudo (nature). Yet Watsuji’s narration of culture overemphasised the aidagara between Ningen and Fudo but disregarded that culture may also arise from the aidagara among cultures. Therefore, by reinterpreting Watsuji’s concept of aidagara, this paper proposes the concept of Bungen to explain the formation of cultures in terms of intercultural interactions and therefore highlight the diversity of East Asian cultures.

INTERCULTURAL COMMUNICATION AS A MULTIDIMENSIONAL INTERETHNIC INTERACTION (SIMILARITIES AND DIFFERENCES)

The article discusses the problems that arise in the process of intercultural interaction with Russian speakers. The research focuses on the influence of cultural values, stereotypes and ethnocentrism on sociopragmatic aspects of communication. Special attention is paid to how understanding these factors contributes to the successful resolution of intercultural conflicts and the establishment of effective interaction between cultural groups. In the context of globalization and international interdependence, such knowledge is becoming especially important. Challenges faced by participants in the dialogue between Russian speakers and representatives of other cultures. This is due to the norms of behavior and ways of expressing thoughts and emotions, which can lead to misunderstandings. Knowing and understanding these differences is the key to successful intercultural interaction. Successful intercultural interaction requires not only knowledge and understanding of other cultures, but also the ability to adapt one's communication style to different cultural contexts. The purpose of the article is to identify and reflect the features of intercultural communication that can help reduce tension in the process of interethnic and interpersonal communication. Such an analysis and description of the problem under study and the use of methods of theoretical description, comparison, etc. They contributed to the identification of the theoretical significance and practical value of the topic of scientific research. The paper focuses on the need for continuous training and improvement of intercultural communication skills for successful interaction in a global community, which is possible primarily with the psycholinguistic flexibility of the communicants, their tolerance and openness, which forms knowledge, skills and linguistic communication skills.

Cross-Cultural Insights into Phatic Communication: Indonesian and Australian Student Interactions

Phatic communication, a widespread yet often unnoticed language phenomenon, primarily serves to maintain social interactions rather than convey substantive information. This study investigated the use of phatic expressions among Indonesian and Australian students, examining how cultural backgrounds and social contexts influence their communication styles. Using a Discourse Completion Task (DCT) with both qualitative and quantitative methods, this research revealed significant differences between the two groups. Australian students frequently used phatic speech to initiate conversations, provided comfort, and expressed empathy, emphasizing respect and interpersonal connection. In contrast, Indonesian students tended to use phatic expressions to promote social harmony, engage in casual discourse, and offer interpersonal support, often focusing on group cohesion. Social variables, such as social status and distance, played a critical role in shaping the choice of phatic functions and forms, with both groups adapting their communication strategies based on these factors. The findings highlight the intricate relationship among culture, social dynamics, and language in phatic communication, offering a nuanced understanding that can enhance intercultural interactions, minimize misunderstandings, and improve communication effectiveness in multicultural settings. This research underscores the importance of considering cultural and social contexts when analyzing language use, contributing valuable insights for educators, linguists, and communication professionals aiming to foster more effective and harmonious interactions across diverse cultural landscapes.

Exploring the language-culture-technology nexus through the lens of EFL Teachers in Chile

Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL context was chosen due to a lack of integration between language, culture and technology in the national EFL curriculum that informs classroom practice. The study collected data through an online questionnaire (N=128 participants) that was distributed nationwide. Questionnaire results showed that although teachers recognised the significance of intercultural interaction and identity reflection, they struggled to incorporate these into their teaching practices, especially when using Information Communication Technologies (ICTs). Furthermore, the integration of language and culture as reported by teachers was often superficial, and technology was primarily used to support writing in English. The study suggests the need for a stronger theoretical and pedagogical basis for the national EFL curriculum in Chile and professional development to support a language-culture-technology nexus in FL classrooms.

English as a Lingua Franca: intercultural interaction in the context of Asian ‘third space’

ABSTRACT Many studies on English as a Lingua Franca (ELF) primarily focus on English for communication among speakers without English as their first language and recently emphasized intercultural communication within interactions. Nevertheless, the predominant emphasis remains primarily linguistic, concentrating on, for example, grammar or lexis. We complement this research, presenting vignettes arguing for shifting how ELF is understood, approached, and taught; advocating its recognition primarily as intercultural interaction, yet retaining linguistic aspects. Vignettes from ELF interactions in a Thai University English Conversation Club illustrate diverse and complex language practices. We show, through ELF interactions in this ‘Third Space’, how speakers of different Asian languages prioritize intercultural communication whilst retaining focus on English language accuracy. We discuss the advantages, possibilities, and implications of reorienting our perception of ELF interactions in this manner for students, instructors and researchers of Asian Englishes and Englishes worldwide.

Machine Learning Applied to Real-Time Evaluation of Spoken English Communication in Tourism

Effective interaction between travellers and local suppliers of services is critical in the increasingly international tourism business. Speaking and understanding English well is frequently essential to a satisfying trip. In the setting of tourism, this study investigates the use of machine learning algorithms for the real-time assessment of spoken English interaction. The aim of this research is to create a new system that uses algorithms based on machine learning to evaluate and enhance English-language conversations among travellers and travel agents. We provide a novel method for assessing many facets of a conversation, such as spelling, syntax, proficiency, and general sentiment, that integrates automated speech recognition (ASR), natural language processing (NLP), and sentiment analysis. The gathering of a broad collection of spoken English exchanges in travel-related contexts, the creation of a tailored ASR models taught on terminology unique to the travel industry, and the incorporation of natural language processing (NLP) methods to assess the sentiment and linguistic structure of dialogues are important aspects of the project. To assist businesses and visitors improve their ability to communicate, models based on machine learning will be taught to deliver immediate input. The goal of this project is to benefit the tourism sector by developing a tool that will enable better English-speaking interaction, which will eventually end up resulting in more satisfied and better experiences for visitors. It also covers the requirement for domain-specific individualized language instruction and evaluation tools. The study’s findings could revolutionize the way spoken English proficiency is assessed and enhanced in the travel and tourism industry. They could also have wider ramifications for language acquisition and intercultural interaction across a range of sectors.

CURRENT CHALLENGES AND REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF EDUCATORS IN THE MODERN WORLD

The article examines the current challenges and requirements facing educators in the modern educational context. The research is based on an analysis of current trends in education, the changing needs of students, as well as scientific research related to the professional competence of educators. The article identifies key aspects, including the development of socio-emotional skills, inclusive education, digital technologies and intercultural interaction. The authors discuss strategies and methods necessary for effective adaptation of educators to modern challenges and ensuring a high level of professional competence. In conclusion, the article emphasizes the importance of continuous professional development and flexibility in adapting to changing educational environments.

Polyvocality as a communicative strategy in Korean–Black business interactions

ABSTRACT This research analyzes and explains the use of multiple voices in a beauty supply store as an intercultural communication process that plays a particular role in adjusting the participants’ relationships. This study explores the alternation of language between the Korean American business owner and his Black neighbors to meet the following research objectives: (a) to examine how a store owner uses polyvocality to mitigate tension, (b) to investigate how his interlocutors react to his shift in language, and (c) to explore how the voicing of these “figures of personhood” represents the negotiation of their relationships. I argue that the participants in these particular intercultural interactions employ various discursive strategies to build rapport and avoid conflicts. However, despite their long-term and personal relationships and the application of multiple voices, sources of conflict such as racial hierarchy and socioeconomic disparities remain unresolved.

FOREIGN LANGUAGE TRAINING OF FUTURE TEACHERS AT PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article presents an analysis of the state of foreign language training of future teachers in particular the Faculty of Primary Education at Pavlo Tychyna Uman State Pedagogical University and outlines the prospects for the development of the English-speaking environment at the university. It has been established that the foreign language training of participants in the educational process at USPU complies with the current documents of the international, national and local levels; it continues throughout the training at all educational levels using practice-oriented, interactive and specific teaching methods. It has been studied that the activation of students is facilitated by a combination of different forms of education, the use of digitalization of education and the personal example of the teacher in improving foreign language proficiency through international internships, teaching in English in foreign universities, etc. It has been proved that the experience of organizing international and internal academic mobility confirms the need for high-quality foreign language training, while at the same time making it possible to improve the level of foreign language proficiency; the advantageous features of the university in foreign language training are foreign language courses, recognition of the results of non-formal/informal education for foreign language training disciplines, development and teaching of professional disciplines in English, holding guest lectures, thematic meetings, club classes in English, etc., creating conditions for academic mobility of students and academic staff, project activities, access to English-language research platforms and world libraries, educational resources, as well as involvement of stakeholders, including employers, to increase the motivation of students to learn foreign languages and professional disciplines in English. Based on the analysis of the results of the survey of students and teachers, it was established that they understand the importance of the conditions created at the university for foreign language training, as well as the role of the individual in mastering foreign languages, which contributes to the development and self-improvement of the individual, and the disclosure of his or her reserve capabilities and creative potential, the formation of a socially active and independent personality in the context of intercultural interaction.

“Floral Ornament of Reality”: Flowers in Worldview of E. T. A. Hoffmann and N. A. Polevoy

The relevance of this study is grounded in the scholarly significance of the issue of Russian-German literary connections as a crucial factor in intercultural interaction. This article analyzes works in which the authors articulate a mystical sense of nature, based on the natural philosophical ideas of F. Schelling. The focus of the investigation is the national distinctiveness of Romanticism, manifested in the peculiarities of nature perception, particularly floral imagery. It is demonstrated that the Romantic writers of Germany and Russia perceived love, within the value-emotional framework of the Romantic universe, as a mystical feeling that enables one to penetrate the mysterious forces of nature. The floral motifs within the works contribute an additional allegorical meaning to the artistic worlds of E. T. A. Hoffmann and N. A. Polevoy. The “floral background” of the characters in the analyzed texts (the tulip Gamachea, the thistle Pepush, the bride Tis — Little Rose; Emma — cornflower; Italy — “poor forget-me-not,” among others) establishes a symbolic language of nature. Attention is also given to motifs traditional to German literature: yearning, soul affinity, reminiscence of a “different world,” and the union of lovers in death, which are reflected in the examined works of Russian literature. The novelty of this research lies in its consideration of N. A. Polevoy’s dialogue with the German literary tradition represented by E. T. A. Hoffmann as a result of his philosophical and poetic explorations.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

Cultural Approach in Teaching Visual Arts and Literary Reading at the Primary General Education Level: Principles and Methodological Solutions

Introduction. Introducing elementary school students to the values of artistic culture in the lessons of fine arts and literary reading is an important aspect of primary education. The authors of the article focus on the cultural approach, which contributes to the expansion of space for interpersonal and intercultural interaction, self-expression and realization of essential, creative in nature, human forces, allowing to rely on the dominant system of values in society and build educational strategies based on the ideas of dialogue and humanism as a basic basis for common approaches in teaching different subjects. Methodology. The article presents a number of principles, including: the principle of continuity, continuity, the principle of combining theory and practice-oriented, communicative interaction, openness, inclusiveness of the educational environment, cultural appropriateness. The integration of these principles in the process of implementation of the subjects “Fine Arts” and “Literary Reading” at the level of primary general education allows the teacher to strengthen the educational context of the taught subject, to expand the possibilities of searching and justification of actual methodological solutions in the context of cultural approach in education. Results. The research resulted in methodological solutions presented in the form of variants of tasks for students on the material of studying watercolor painting and works of various genres in elementary school. Conclusions. The solutions proposed by the authors can be considered by teachers as methodological guidelines that demonstrate and reveal the specifics of the implementation of the cultural approach in teaching the subjects “Fine Arts” and “Literary Reading”.

The framing of Sikh Americans: White Christonormativity, discursive hyper(in)visibilities, and racialization of religion

ABSTRACT We use discourse tracing analysis to examine Sikh media representations across four U.S. newspapers in the last two decades. Guided by the theory of hyper(in)visibility, our study focuses on how representations are othered and erased through various types of discursive hyperinvisibilities, such as myopic, faulty, hazy, and selective visibilities deployed within White Christonormative structures of interpretation. Such othering and erasure then result in the looping of media reports emphasizing stereotypes, misidentification, homogenization, and simplification over 18 years, reinforcing the racialization of religious minorities in a unidimensional way that perpetuates minoritization through discursive tactics of hyper(in)visibility of multiple marginalized groups. These representations have implications that trickle down into real-world intercultural interactions across various spheres of life, including multicultural community settings and workplace interactions, and extend to policy implications such as surveillance architectures. The practical consequences result in intercultural communication outcomes involving hate speech, violence, stereotyping, and microaggressions.

Intercultural competence in the context of intercultural service encounters: A multilevel and dynamic approach

This article proposes a multilevel and dynamic approach to analyzing intercultural competence (IC) to understand how IC components at individual and collective levels articulate in intercultural service encounters (ICSEs). The articulation of IC levels is analyzed using a dynamic approach that covers the three service experience phases: pre-core, core, and post-core ICSEs. Analysis of data collected from a French language services business unit shows that service businesses need to adjust the two levels of IC in each service experience phase in order to achieve a quality service experience. A multilevel approach is taken to illuminate the role of the team as a whole, rather than individual staff members, in service encounter outcomes. The study represents a contextualized explanation of the dynamic nature of intercultural interactions within the team and between staff and customers, validates the concept of collective IC, and contributes to the literature on ICSEs.

Reflection of the concept of “SUPERSTITIONS” in the linguistic picture of the world of the Spanish, French, British, Americans and Russians

The article is devoted to studying the specifics of implementation of the concept «SUPERSTITIONS», which is an integral part of the national and cultural identity of any ethnic group, in Spanish, French, British, American and Russian linguocultures in the modern period. The analysis of the language material shows that this phenomenon is widespread in modern Spanish, French, English and Russian. The main function of superstitions - prognostic, predictive - is manifested both at the national and international level. The article examines the content of superstitious views of Spanish, French, British, Americans and Russians, analyzing ways and means for representing the concept of «SUPERSTITIONS» in the linguistic cultures, and highlights the common and distinctive features of this concept in the Spanish, French, British, American and Russian language pictures of the world. The authors of the research used methods such as theoretical literature review, comparative analysis, continuous sampling, as well as observation and generalization. The novelty of the research is to carry out comparative analysis of various aspects of the concept «SUPERSTITIONS» in the material of Spanish, French, English and Russian languages, as well as to identify the dynamics of functional development of this concept in Spanish, French, British, American and Russian world pictures. The study showed that although the grammatical aspects of the expression of the concept «SUPERSTITIONS» are comparable in modern Spanish, French, English and Russian languages, however, there are marked differences in the interpretation of the consequences of the same events and phenomenon in the different linguistic pictures of the world being studied. The results of the study in a practical plane can be used to solve a wide range of problems related to the characteristics of intercultural interaction of Spanish, French, British, Americans and Russians.