Model Of Communicative Competence Research Articles

The McMaster Advanced Communication Competencies Model for Psychiatry (MACC Model).

Communication is a core competency for all physicians in training. In Canada, the importance of communication during residency is recognized through the CanMEDS framework. Although literature exists around teaching communication skills to residents, research in psychiatry residents is lacking. The purpose of this study was to explore how faculty members conceptualize the development of communication skills in psychiatry residents and develop a model reflecting this. The authors used a constructivist grounded theory approach. Purposive sampling was used to select 14 faculty educators who regularly supervise psychiatry residents in a single university-based residency training program. Semi-structured interviews were conducted to explore educators' perceptions of how communication skills develop during residency. Constant comparative analysis occurred concurrently with data collection until thematic theoretical sufficiency was reached and relationships between themes determined. Five themes underlie the McMaster Advanced Communication Competencies model, describing the progressive development of communication abilities in residents. Three themes identify foundational sets of abilities including: refining common foundational relational abilities, developing foundational specific psychiatric communication abilities, and learning to reflect upon and manage internal reactions. These foundational pillars then allow residents to develop a personalized art of flexible psychiatric interviewing, and skillfully partner with patients in co-creating care plans. This research describes a preliminary communication competency model for teaching and assessing psychiatry residents. It defines the core communication abilities required for residents to progress to independent practice. Future research could explore and test the model's validity and transferability.

Synthetic Network and Search Filter Algorithm in English Oral Duplicate Correction Map

Combining the communicative language competence model and the perspective of multimodal research, this research proposes a research framework for oral communicative competence under the multimodal perspective. This not only truly reflects the language communicative competence but also fully embodies the various contents required for assessment in the basic attributes of spoken language. Aiming at the feature sparseness of the user evaluation matrix, this paper proposes a feature weight assignment algorithm based on the English spoken category keyword dictionary and user search records. The algorithm is mainly based on the self-built English oral category classification dictionary and converts the user’s query vector into a user-English-speaking type vector. Through the calculation rules proposed in this paper, the target user’s preference score for a specific type of spoken English is obtained, and this score is assigned to the unrated item of the original user’s feature matrix as the initial starting score. At the same time, in order to solve the problem of insufficient user similarity calculation accuracy, a user similarity calculation algorithm based on “Synonyms Cilin Extended Edition” and search records is proposed. The algorithm introduces “Synonyms Cilin” to calculate the correlation between the semantic items, vocabulary, and query vector in the user query record to obtain the similarity between users and finally gives a user similarity calculation that integrates user ratings and query vectors method. For the task of Chinese grammar error correction, this article uses two methods of predicting the relationship between words in the corpus, Word2Vec and GloVe, to train the word vectors of different dimensions and use the word vectors to represent the text features of the experimental samples, avoiding sentences brought by word segmentation. On the basis of word vectors, the advantages and disadvantages of CNN, LSTM, and SVM models in this shared task are analyzed through experimental data. The comparative experiment shows that the method in this paper has achieved relatively good results.

Language Socialization at the Intersection of the Local and the Global: The Contested Trajectories of Input and Communicative Competence

This article provides a critical review of the theoretical underpinnings of two core concepts in language socialization research: input and communicative competence. We organize our discussion along two major lines of inquiry: ( a) the historical-local and ( b) the language contact–globalization bodies of work. The first part of the article contests the persistent view that input reduces to vocabulary and grammatical structures. To this end, it provides evidence for a more multifaceted approach to input that involves multiparty participant frameworks and multimodality in culturally diverse language socialization ecologies. In this vein, it problematizes language gap studies that are based on middle-class language acquisition models of mother–child dyadic verbal input. The second part of the article challenges monolingual, developmental, and speaker-based models of communicative competence that assume a linear evolution from lesser to greater communicative competence and from more peripheral to more central community membership. It also offers evidence for how communicative competence is socioculturally constructed and, sometimes, interactionally distributed.

Model of intercultural communicative competence in code interpretation

Model of intercultural communicative competence in code interpretation

Развитие умений иноязычного межкультурного взаимодействия студентов в целях обучения иностранному языку в языковом вузе

Development of foreign language intercultural interaction skills is one of the main goals of foreign language teaching to students of the “Pedagogical Education” (profile “English Language”) programme. At the same time, the content of teaching foreign language intercultural interaction is the subject of discussion in the scientific literature. In this study we present the history of the problem of formulating the goals of foreign language teaching, consider several models of foreign language communicative competence and intercultural competence. As a result, a list of inter-cultural skills is generalized, the development of which will be able to prepare students for inter-cultural interaction in various situations characterized by both “dialogue of cultures” and “non-dialogue of cultures”. These skills include: a) acting as an initiator of intercultural interaction; b) support for intercultural dialogue in the spirit of peace to achieve communication goals; c) the development of critical thinking skills in relation to the interpretation of facts, information, reali-ties from the standpoint of ethnorelativism; d) acting as a intermediary or mediator between representatives of different cultures, with the leveling of intercultural contradictions, respect for representatives of contacting cultures; e) a way out of the situation of intercultural conflict; f) suppression of intercultural conflicts; g) finding agreement in intercultural conflicts.

Conceptual model of development communicative competence of the future teacher in the innovative educational space

Conceptual model of development communicative competence of the future teacher in the innovative educational space

A Comparison of Cultural Awareness Directives in Junior Middle School English Textbooks and Teacher’s Books of Go for It and English in Mind

Based on the CAB model of intercultural communication competence(ICC), this paper analyzes the cultural awareness(CA) directives of junior middle school English textbooks and teacher’s books of Go for It (GFI) and English in Mind(EIM) through the methods of text analysis and comparative analysis. The study focuses on the teaching activities of reading, listening, speaking, writing and culture in mind, etc. of the two editions of textbooks and teacher’s books. During the research process, it has been found that firstly, as for the textbook of GFI, the proportion of the three dimensions is ranked in descending order as follows: cognitive dimension first, behavioral dimension second and affective dimension third. The proportion of cognitive dimension is close to that of behavioral skills. The proportions of both cognitive and behavioral dimension are much larger(8 to 10 times) than that of affective dimension. Second, as for the teacher’s book of GFI, the descending order of the three dimensions is the same as in the textbook of GFI. The proportion of cognitive activities is far greater than that of affective and behavioral activities. The proportion of affective activities in both the textbook and the teacher’s book of GFI is very low. Thirdly, as for the textbook of EIM, the proportion of the three dimensions is ranked in descending order as follows: behavioral dimension first, cognitive dimension second and affective dimension third. The proportion of cognitive activities is relatively close to that of behavioral activities. The proportions of cognitive and behavioral activities are more than twice as much as that of the affective activities, which may show that the textbook of GFI pays more attention to the cultivation of students’ cognitive and behavioral abilities, ignoring the cultivation of students’ affective ability. However, compared to the textbook of GFI, the proportion of affective activity in the textbook of EIM is 3 times as that in the textbook of GFI, indicating that the textbook of EIM pays more attention to cultivating students’ affective ability than the textbook of GFI. Fourthly, as for the teacher’s book of EIM, the proportion of behavioral activities is far greater than that of cognitive and affective activities. The data seems to demonstrate that the teacher’s book of EIM has carried out a detailed and in-depth discussion of behavioral activities and paid great attention to the cultivation of students’ behavioral skills. Finally, through comparative study, it has been found that GFI can gain some advisable suggestions on how to write cultural awareness directives by referring to EIM.

The Role of EFL/ESL Teacher Preparation Programs in Raising the Awareness of Pre-Service Teachers of Intercultural Communicative Competence Model: A Comparative Study between Saudi Arabia and Singapore

Intercultural Communicative Competence (ICC) empowers language learners with the skills to compare different cultures and raise critical cultural awareness. The present study aims to identify and compare the role of EFL/ESL teacher preparation program in raising the awareness of pre-service teachers of ICC Model in Saudi Arabia and Singapore. The author developed and applied an online questionnaire of the ICC Model to a sample of (30) faculty members in Saudi Arabia and (30) faculty members in Singapore. The descriptive comparative analytical approach was utilized to describe, analyze, and compare the present situation of the EFL/ESL teacher preparation program in raising the awareness of pre-service teachers of the ICC model in Saudi Arabia and Singapore. The results revealed the availability of the ICC in the EFL/ESL teacher preparation program in both countries. The study recommended reviewing and continually updating the EFL/ESL teacher preparation program at the College of Education according to the ICC Model to meet the needs and communicative competence of students.

Undergraduate nursing students' perspectives of intercultural communication: A qualitative descriptive study

BackgroundProblematic communication in nurse-client relationships is a contributory factor to healthcare disparities and negative health outcomes. Information and practice sessions about intercultural communication in nursing education are vital to equip the future health workforce. Limited evidence was located regarding undergraduate nursing students' perspectives on intercultural communication, which is crucial in determining the effectiveness and appropriateness of incorporating intercultural communication in nursing curricula. ObjectiveThis study explored the perceptions of undergraduate nursing students regarding intercultural communication in their nursing program. DesignThis study used a qualitative descriptive design guided by the Integrated Model of Intercultural Communication Competence. SettingA Western Canadian university. ParticipantsTen fourth-year undergraduate nursing students. MethodsParticipants volunteered to participate in a semi-structured, one-on-one interview. Interviews were digitally recorded, transcribed verbatim, and analyzed using content analysis. Another data source was the first author's reflective journal. Member checks were conducted. ResultsParticipants perceived that limited intercultural communication content existed in nursing curricula; however, they acknowledged that learning about and engaging in intercultural communication facilitated more empathetic and culturally safe nursing practice. Barriers identified during intercultural communication in students' clinical practice included language, power differentials, gender, and limited staffing. However, students' cultural background, experiences, social media, and learning within culturally diverse environments were perceived to enable them to facilitate intercultural communication. Based on the findings, recommendations were formulated to integrate a cultural component in health assessment protocols with the addition of active teaching strategies to equip nursing students with the requisite skills and knowledge for effective intercultural communication. ConclusionThis study highlighted the perceived barriers, facilitators, and outcomes of intercultural communication education. Participating nursing students described how they developed empathetic intercultural communication skills and adjusted care with culturally diverse clients. Findings indicate that nurse educators use active teaching strategies that offer students opportunities to engage with culturally diverse clients.

МӘДЕНИЕТАРАЛЫҚ КОММУНИКАТИВТІК ҚҰЗЫРЕТТІЛІКТЕРІН ЗЕРТТЕУДІҢ ЗАМАНАУИ ТҰҒЫРЛАРЫ

The article presents an analysis of the development of research on the problem of intercultural communication from the positions of various scientific foreign and domestic directions. In comparative terms, modern approaches to the study of intercultural communicative competence are considered. Methodological guidelines: approaches and theories that determine the general direction of the author's research are defined. The model of intercultural communicative competence and practice-oriented tactics are highlighted as the leading ones. Also, the authors reveal approaches to determine the structure and development of intercultural communicative competence of Kazakhstani scientists

Critical intercultural communicative competence: analysis of cognitives sub-processes in academic writing samples in university students of Spanish Foreign Language (SFL)

El presente estudio propone el análisis de los diferentes (sub)procesos cognitivos que se activan en la práctica escrita con el fin de mejorar el perfil competencial académico en Español Lengua Extranjera (ELE) de estudiantes universitarios italianos. El análisis cualitativo aporta información relevante de un grupo de 26 participantes, usuarios básicos de la lengua. Las muestras textuales recogidas han conformado un corpus lingüístico examinado mediante rúbricas de evaluación, creadas en precedentes estudios pero adaptadas al tipo de prueba diagnóstico y a los resultados revelados en el Análisis de Necesidades sobre el nivel compentencial académico de los informantes. La prueba diagnóstico ha previsto dos actuaciones: una guiada y otra libre que analizan las tres dimensiones de planificación, textualización y revisión de la producción escrita.
 Los resultados aportan información interesante sobre los procesos cognitivos inherentes a la creación textual y, en especial, sobre aquellos desarrollados a través de la planificación guiada y la comprensión de géneros discursivos y tipologías textuales útiles para la escritura académica. También, se destacan resultados optimales en cuanto a la aplicación del modelo de Competencia Comunicativa Intercultural Crítica (CCIC) que permite abordar la enseñanza/aprendizaje de ELE integrando un enfoque funcional y social de la lengua desde el significado experiencial e interpersonal de los textos.
 En concreto, los resultados muestran una mejoría de la competencia discursiva escrita y dan cuenta de una activación de (sub)procesos cognitivos eficaces tanto en la actividad de comprensión crítica como en el proceso de escritura consciente: (1) menos errores en la planificación textual, en la organización de ideas y en la superestructura del texto-resumen; (2) un aumento de la riqueza del vocabulario especializado y del uso de marcadores discursivos y de organización textual en el género resumen; (3) sintaxis sencilla pero con una construcción textual que muestra la intencionalidad comunicativa (4) mejora de la competencia intercultural de la lengua, textos académicos eficaces y comprometidos socialmente con los estereotipos de género en contraste con la propia cultura y la lengua de origen.

Methodological and Didactic Fundamentals of Foreign Language Communicative Competence Formation in Distance Learning

The study deals with the theoretical justification of pedagogical conditions and methodical principles of the future specialists’ foreign language communicative competence formation in the conditions of distance learning. The result of the theoretical part of the study was specifying a complex application of computer and multimedia technologies as the system of pedagogical conditions for foreign language distance learning. Methods of analysis, synthesis, generalization and modeling were used to develop a pedagogical model of remote formation of speech skills and abilities of students. The structural method and system analysis were used to display the relationships between the basic components of the model. The constructed model of the foreign language distance learning includes the following structural components: educational technologies, basic principles, requirements for educational and methodological support. The analysis of the basic concepts and definitions concerning distance learning allowed to define requirements to the training process in the context of our research which on component structure are content-structural and methodical. The basic components of the system of training are outlined as conceptual basis, content part and procedure part. The functions of computer technology, multimedia support, tasks for the teacher and student opportunities are defined. Thus, the result of the study is the development of content-structural model of foreign language communicative competence of the future specialists based on the multimedia content application as an integrated component of complex methodological support and computer technology as a form of process organization. The authors made a conclusion that the effectiveness of using these learning technologies is conditioned by the specific objectives of the subject studying and the practicability of their use for ensuring the implementation of support functions (the main are: determining the degree of the management of student’s learning activities by a teacher at all levels; determining the degree of the student’s learning activities self-management; indirect management of self-study activities for preventing stress; providing a feedback system; ensuring self-control).

Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

La competencia lecto-crítica en entornos digitales: una visión holística para L2/LE

Los nuevos procesos de lectura y escritura deben fomentar la construcción de un pensamiento crítico en línea con las necesidades de aprendizaje social que el siglo XXI demanda. La Universidad debe asumir el reto de mejorar la competencia lectoescritora con nuevos y significativos procesos de alfabetización, integrando enfoques cognitivos, constructivistas y conectivos para un aprendizaje competencial transferible a contextos de uso académico y profesional reales.Este estudio reflexiona cómo posibilitar un proceso de aprendizaje lingüístico consciente a través de la competencia crítica aplicada a la recepción y producción de textos discursivos. El marco teórico engloba de forma interdisciplinar enfoques de la Didáctica de la Lengua y la Literatura (DDL) y LIJ, la Lingüística Aplicada a una lengua meta (LM), el Análisis del Discurso, la Pragmática intercultural y las Nuevas Literacidades digitales.Al estudio se une una propuesta experimentada en el currículo universitario, en concreto de Español Lengua Extranjera (ELE), que propone la secuencialización de estrategias cognitivas posibilitadoras de la reflexión consciente de la lengua y el análisis de textos con muestras reales, que permiten desarrollar prácticas discursivas reales y eficaces dentro de un modelo de Competencia Comunicativa Intercultural Crítica.

Communication Competency Model for Human Resource Managers of Banking Industry

Communication Competency Model for Human Resource Managers of Banking Industry

Measuring the effectiveness of theory in action: grass-roots initiatives and social justice for Japan’s Kurdish migrants

ABSTRACTSet in the Kurdish migrant community of Kawaguchi, Japan, the current study examines interview data to investigate the effectiveness of advocacy initiatives to stimulate social justice. Analysis is based on Byram’s Model of Intercultural Communicative Competence. Measured according to Sorrels's and Leydens and Lucena’s characteristics of social justice, the results indicate progress toward this aim. However, the emergent opportunities that favour the documented and the continuing risks for the undocumented suggest an unequal distribution of social justice. The initiatives discussed here hold implementation potential in other migrant communities, especially those of populations that are minorities in their countries of origin.

Clinical mentors' experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study

BackgroundIntercultural communication has become increasingly important in nursing due to the cross-border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally. ObjectivesThe aim of this study was to describe clinical mentors' experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice. DesignQualitative study design. ParticipantsThe participants were 12 nurses who had previously mentored at least two culturally and linguistically diverse nursing students. MethodsData were collected during spring 2016 using semi-structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive-inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi-structured theme interviews and during analysis. These concepts include empathy, motivation, global attitude, intercultural experience and interaction involvement. ResultsMentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors' motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural encounters. ConclusionsContinuous education on intercultural communication competence could succeed to further develop clinical mentors' mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in collaboration between health care organizations and higher educational institutions.

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

AbstractSince advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.

Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture, Ideal L2 Self, L2 Self-Confidence, and Metacognitive Strategies

ABSTRACTThis study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages.

Рассмотрение прагматической компетенции как структурного компонента иноязычной коммуникативной компетенции

Studying the role and place of pragmatic competence in the framework of the formation of communicative competence is important in foreign language teaching. Successful communication in a foreign language requires not only knowledge of vocabulary and grammatical structures, but also the ability to use them in various contexts. We explain the concepts of “pragmatics” and “competence” as basic terms in understanding the pragmatic competence. We define pragmatic competence as the ability to choose appropriate language means in a certain context. We analyze three types of models of foreign language communicative competence. They are functional (or discourse-oriented models), component models and meaning-oriented models. Functional models consider pragmatics as the implementation of functional discourse functions. Component models involve the division into smaller structural units, which, though, are closely related to the time of language use. Meaning-oriented models for the first time consider pragmatic competencies as a discrete element in communicative competence. Basing on the analysis and comparison of the examined models, we form a more complete and broader understanding of pragmatic competencies, including bilateral communication competencies, including coding and using, as well as the basis on three principles - contextual use of the language, interaction of the interlocutors in the conversation and the transmitted meaning.