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1.
Afsaneh Nameni Hamidreza Dowlatabadi 《Journal of Intercultural Communication Research》2019,48(1):21-34
Competence and sensitivity at intercultural communication are essential for an effective and appropriate communication in the context of health care. The present study sought to survey the levels of intercultural communicative competence (ICC) and intercultural sensitivity (IS) of 400 Iranian medical students based on their ethnic backgrounds (i.e. Fars, Turkish, Kurdish, and Lor). The findings of this study indicated that the four ethnic groups had moderate levels of ICC and IS, and that the Lor ethnic group had the lowest mean scores on the four dimensions of ICC (i.e. knowledge, attitude, skills, and awareness). Implications and suggestions for further research are discussed. 相似文献
2.
Following findings from previous studies, the present study further explores the relationship between sensation seeking and intercultural communicative behaviours, specifically by investigating the relationship between sensation seeking and intercultural communication competence and re-testing a model introduced in a previous study. It was hypothesised that: (1) when mediated by variables associated positively associated with intercultural communication competence, there is a positive relationship between sensation seeking and intercultural communication competence, and (2) even in the presence of variables that are positively associated with intercultural communication competence, there is a negative relationship between ethnocentrism and intercultural communication competence. Survey data were gathered from participants (N = 231) and structural equation modelling was performed. The results supported both hypotheses, as well as findings from previous studies. The implications are discussed. 相似文献
3.
Trenton James Hagar 《Journal of Intercultural Communication Research》2018,47(2):87-104
This paper is concerned with understanding how Saudi academic migrants utilized reflective knowledge to promote their development of Intercultural Competence. Two collective instrumental case studies investigate how Saudi academic migrants perceived and described their development of intercultural competence. Research findings indicate a variety of common and divergent examples, topics, and themes that describe SAM development of intercultural competence from the category of reflective knowledge. The participants perceived the importance of intercultural competence and, through critical reflection, were able to describe impactful instances of their developing abilities to communicate and behave effectively and appropriately in a variety of intercultural situations. 相似文献
4.
《Journal of Intercultural Communication Research》2013,42(2):69-79
There is a recent body of research that draws a connection between sensation seeking and intercultural communication. In the present study, the relationship between sensation seeking and variables that contribute to intercultural communication competence are explored in the context of the Integrated Model of Intercultural Communication Competence. Four hypotheses were proposed. Results from structural equation modeling supported two of the proposed hypotheses. Though there was no direct relationship between sensation seeking and ICC, the results supported previous findings that sensation seeking has a positive relationship with ICC in the presence of mediating variables. The implications of the findings are discussed. 相似文献
5.
The purpose of the present study was to evaluate a new computer-based multimedia learning tool for intercultural sensitization that is based on synthetic cultures. The learning tool named “Culture Awareness Training” (CAT) is targeted at learners with few intercultural experiences, and its aim is to sensitize participants to cultural influences on behavior and to intercultural differences, and to enhance perspective taking. Two studies were conducted to evaluate the effectiveness of the CAT. Study 1 (N = 107) showed that participation in the CAT led to higher intercultural awareness and higher intercultural interest compared to a control group. In Study 2 (N = 46), the CAT was compared to a simulation game for intercultural sensitization. Participants were students shortly before their stay abroad. Results showed that both the CAT and the classical simulation game enhanced participants’ cultural awareness. 相似文献
6.
Dimensions of intercultural effectiveness: An exploratory study 总被引：1，自引：0，他引：1
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
7.
The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
8.
《Journal of Intercultural Communication Research》2013,42(2):117-137
Previous research has explored common dimensions of culture shock across groups of international students, examined factors influencing intercultural adjustment of individual sojourners, and in the meantime, suggested that communicating with same culture members is minimally helpful for intercultural adjustment. By investigating a Chinese student organization on a US campus and analyzing the qualitative data collected via multiple methods, the researcher found that (a) culture shock is contextually based; (b) a student organization can play an instrumental role in helping students to cope with culture shock and gain intercultural competence by providing social support; and (c) communicating with same culture members can help intercultural adjustment. Implications for international student orientation, study abroad programs, and community-based help programs for international students are discussed. 相似文献
9.
Benjamin James Lough 《Int J Intercult Relat》2011,35(4):452-464
Although international volunteer sending organizations vary greatly, nearly all claim that volunteering will increase intercultural competence. Various theories of intercultural learning suggest, however, that cultural contact will only improve a volunteer's intercultural competence under certain conditions. The study collects self-reported responses from 291 volunteers who served in one of two service models that differ on multiple characteristics. This study isolates four key characteristics and employs a moderated multiple regression to test how these variations affect volunteers’ perceptions of intercultural competence. Findings suggest that that service duration, cultural immersion, guided reflection, and contact reciprocity are all positively associated with intercultural competence. In addition, guided reflection appears to moderate the relationship between duration and intercultural competence. This study responds to the need for research on the effects of international volunteering across institutional models. 相似文献
10.
We studied the interplay of intercultural competence, intercultural experiences, and creativity among Russian students from Moscow (N = 272). We expected the students from culturally diverse groups, attending the courses on cultural issues, to be more creative. We based our expectation on the idea that cultural diversity and cultural learning are associated with a higher level of intercultural competence that might contribute to students’ creativity. We measured the intercultural experiences by cultural diversity of study groups (a number of foreign students in the groups and the intensity of friendly contacts with them) and by cultural learning (a number of culture-related courses that students attended). We measured creativity by the “Many Instances Game” from the Runco Creativity Assessment Battery (rCAB). We measured intercultural competence by the adapted scale of Fantini and Tirmizi. We discovered positive associations of intercultural experiences in the university with students’ creativity. Such components of intercultural competence as attitudes and skills (the adaptability of behavior), played an important role in the students’ creativity. The attitudes were positive and the skills were negative, related to the creativity. We also revealed that these two components of intercultural competence mediated the relationship between the intercultural experiences and creativity of students. Based on the results, we discussed the factors of the educational environment which may enhance or prohibit creativity. 相似文献
11.
This paper reports the results of programmatic research focusing upon the host family component of the Council of International Programs (CIP) exchange program that brings human service professionals to the United States each year. The study shows that four major dimensions of intercultural contact identified in intercultural literature (personal development, intimacy, international networks, and better understanding of foreign affairs) are clearly promoted through the CIP host family experience. The study supports the usefulness of a host family component as part of intercultural exchange programs. 相似文献
12.
Stereotype research depicts the generic immigrant as incompetent and untrustworthy. The current research expands this image, specifying key information dimensions (e.g. nationality, socioeconomic status) about immigrants. To see how perceivers differentiate among particular immigrant groups, we extend a model of intergroup perception, the Stereotype Content Model (SCM; Fiske, Cuddy, Glick, & Xu, 2002. Journal of Personality and Social Psychology, 82, 878–902), to immigrant subgroups. The SCM predicts that perception centers on competence and warmth, and relates to targets’ perceived status and competition within society. Specified by nationality, race, ethnicity, and class, images of immigrants differ by both competence and warmth, with most groups receiving ambivalent (low–high or high–low) stereotypes rather than the uniform low–low for the generic immigrant. As predicted, ambivalent stereotypes reflect target nationality combined with socioeconomic status, supporting the SCM's ambivalent stereotypes and social structural hypotheses, as well as better defining immigrant stereotypes and their contingencies. 相似文献
13.
Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC. 相似文献
14.
Lingfen Zhang 《Journal of Intercultural Communication Research》2020,49(4):330-345
ABSTRACT This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education. 相似文献
15.
Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed. 相似文献
16.
This research examines the association between cross-cultural travelers’ well-being and the discrepancy between expected and experienced adaptation, in a longitudinal study of intercultural exchange students (N = 1762; Mage = 17 years; 70 % female). Specifically, two competing hypotheses were tested. Whereas the accuracy hypothesis suggests that unmet expectations lead to poorer outcomes, the directional hypothesis proposes that the outcome of unmet expectations will depend on whether expectations are overmet or undermet. Both sojourners’ adaptation expectations (pre-travel) and adaptation experiences (during the sojourn) were measured alongside general well-being. Controlling for baseline, well-being during the sojourn was regressed on the direction (undermet or overmet) and the magnitude (extent of discrepancy) of the adaptation expectation-experience discrepancies. These analyses were conducted across time (at entry or 5 months into the sojourn), different types of adaptation (psychological and sociocultural adaptation), and different measures of well-being (stress and satisfaction with life). Across analyses, results indicate that the direction of mismatch appears to matter little for small mismatches. However, for larger mismatches a positive effect emerged for sojourner well-being when the experience was better than expected, but a negative effect when the experience was worse than expected. Overall, the results support a directional hypothesis. 相似文献
17.
Tanu Kohli Bagwe 《Journal of Intercultural Communication Research》2020,49(4):346-371
ABSTRACT The importance of intercultural competence in today’s global economy is evident. Achieving intercultural competence, however, has no single formula. This study explored the variables impacting intercultural competence development. Through a systematic literature review, it identified 48 scholarly sources, 11 unique variables and two sub-variables impacting intercultural competence development. The impact of programme characteristics was found to be significant across the board, while the impact of demographic factors was harder to predict. The findings of this research inform scholars, educators and practitioners of the most effective ways to design intercultural experiences and help participants maximize their learning at home and abroad. 相似文献
18.
This brief article focuses on issues or concerns about the current state of intercultural communication competence (ICC) research. Theoretical issues include problems with ICC terminology and with conceptualizations of ICC. Measurement issues include problems with the use of self-reports to assess the “appropriateness” dimension of ICC and with the domain of skills and traits that make one more likely to be perceived as competent. Application issues center on the desirability for increased attention to practical uses of researched-based theory. We suggest that accounts of positive exemplars – those who are widely perceived to be competent in specific intercultural encounters and relationships – would be a welcome and useful addition to the ICC literature. 相似文献
19.
Diler Aba 《Journal of Intercultural Communication Research》2016,45(6):487-502
The present study initially discussed the various aspects of interculturality in higher education and the value of intercultural experience for developing intercultural competence. Then, it investigated the relationship between intercultural experience and students’ progress in their studies from prep year to senior years. The findings indicate that students do not gain intercultural experiences as a natural outcome of progress in higher education. Afterward, the relationship between intercultural experience and motivation for academic mobility was researched. According to the results, having foreign friends and attending intercultural events could be taken as predictors of lenience towards student exchange programs. Finally, the motivating and deterring factors of academic mobility for the participants were determined, and suggestions for future research were made. Participants were 207 students from different study years at a university in Turkey. A mixed questionnaire was employed to obtain data related to students’ intercultural experiences and their perceptions concerning the benefits and barriers of academic mobility. 相似文献
20.
The Rokeach Value Survey was administered to four equivalent groups of students studying in London. It was hypothesized that a number of differences would occur between these groups based on their country of origin, respective affluence and traditional cultural values. Half of the values showed significant differences between groups with the British Control Group and the Europeans being most often more similar to each other than the other groups. The Africans were most different from the three other groups. These results were interpreted in terms of cultural and economic differences and related specifically to the literature of sojourner adjustment. Limitations of the research are also noted. 相似文献