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1.
In today's interconnected multicultural world, citizens' differential levels of intercultural communicative competence (ICC) can play an important role in the amount of enthusiasm, time, and efforts they invest in second or foreign language (L2) communication and learning. ICC has recently found its way into L2 theory and research. This study attempted to first develop a measure of ICC and then explore the relationship between Iranian L2 learners' ICC and their L2 learning motivation, on the one hand, and between gender and the development of ICC, on the other. The participants were 180 B.A. English Literature/Translation and M.A. TEFL (Teaching English as a Foreign Language) students at several Iranian universities. A test battery including the final version of the ICC questionnaire and an L2-learning motivation questionnaire adapted from Gardner's attitude/motivation test battery was then administered to a random selection of 70 students (M = 30 and F = 40). The correlation results indicated that there was a strong, positive relationship between L2 learners' ICC and L2-learning motivation. Meanwhile, t-test results demonstrated that Iranian female and male L2 learners did not possess different levels of ICC. The finding related to the ICC and motivation association suggests that an account of ICC development be incorporated into L2 teachers' classroom agendas at different educational levels.  相似文献   

2.
ABSTRACT

This study investigated the effect of bilinguality on pragmatic production and metapragmatic awareness in third language learning. Thus, 59 Turkmen-Persian bilinguals (using Turkmen as their L1 and Persian as their L2) learning English as a third language and 55 Persian monolinguals learning English as their second language were selected and given a WDCT and a metapragmatic awareness questionnaire. The results showed that bilingual EFL learners outperformed monolingual EFL learners in pragmatic production and metapragmatic awareness. The findings also confirm the pragmatic differences among the three languages and the bilinguals’ advantage over monolinguals concerning the appropriate use of speech act strategies.  相似文献   

3.
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   

4.
This study examined whether and how English as a foreign language (EFL) learners` perceptions towards their own and others` accent is liable to impact their second language (L2) willingness to communicate (WTC). The content analysis of interviews with 20 EFL learners showed that L2 WTC was amenable to their hegemonic attitudes towards native English accents. As many as four recurring themes arose from the interviews which showed how perceived accent strength can impact L2 WTC. These include: Accent-related stigmas, accent-based disruptiveness, aspiration for showing off one`s accent, and self-perceived communicative competence and self-confidence. The paper concludes by discussing the implications of the findings and outlining avenues for future research.  相似文献   

5.
Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This article provides assessment principles and practices that are coherent with the sociocultural perspective and emphasizes four assessment accommodations that are appropriate for ESL learners in mainstream classrooms.  相似文献   

6.
This study has three main goals: (1) to test an instrument designed to measure first language metacognitive listening strategies in other cultural contexts, (2) to refine and revise the scale if necessary, and (3) to discern whether the notion that first language listeners use intuitive strategies to make meaning regardless of language is supported. Toward these goals, authors developed the Intercultural Metacognitive Listening Strategies Instrument, which displays evidence of validity in four populations and three distinct cultures: the United States, Germany, and Japan. Ultimately, this study supports the notion that there are intuitive strategies that listeners use to make meaning regardless of language.  相似文献   

7.
This study aims at exploring how linguistic proficiency, target culture experience, and formal education are related to the learning of intercultural communicative competence (ICC). It presents the theoretical underpinnings of ICC in the light of recent literature. Then, it continues with the methodology section that includes a quantitative research study in which 35 students at the Department of English Language Teaching (ELT) at European University of Lefke (EUL) participated. The participants of the study had different linguistic proficiencies ranging from waystage or elementary level (A2) to vantage or upper intermediate level (B2). The paper concludes by stating the findings of the research and also by making some recommendations for language teachers to better develop the learners’ ICC in teaching English as a second language (TESL)/teaching English as a foreign language (TEFL) contexts.  相似文献   

8.
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9.
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   

10.
Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research.  相似文献   

11.
Intercultural communication competence (ICC) is a need of today, for those who live in multicultural societies and have frequent interactions with culturally different individuals. It is strongly recommended to retest the integrated model of intercultural communication competence (IMICC) among multiple cultural perspectives. For this reason, this study adopted IMICC, retested it on the Asian context of Malaysia. The research employed a survey technique and collected data from 300 international students of a public university. The theoretical model of the research was analyzed using Structural Equation Modelling (SEM). Most of the established paths of IMICC were supported. The findings show sensation seeking and attitude toward other culture (ATOC) directly influenced ICC. The mediating effect of ATOC was empirically justified through the findings. Nevertheless, the mediating effect of motivation to engage in intercultural communication (MTEIIC) towards sensation seeking and ethnocentrism with ICC was not established. The results are promising; however, it is the initial step toward the validation of IMICC on the Asian context. The research practically contributes usage of the model to the policymakers in order to develop future strategies/policies for international students. Further refinement and retesting of the model are necessary for future studies.  相似文献   

12.
ABSTRACT

In 1949, in the wake of the USA’s Displaced Persons Act of 1948, the American Committee for the Resettlement of Polish Displaced Persons received thousands of letters from refugees of peasant and worker background residing in camps in Germany and Austria. These potential immigrants appealed to the Polish diaspora for help with securing assurances of accommodation and work which would enable them to resettle in the USA. This paper investigates the discursive strategies of the authors and the wider meanings of their emigration endeavour. Firstly, it demonstrates that non-elite Displaced Persons (DPs) adopted the language of martyrology, patriotism, anti-Communism and freedom to maximise their chances of emigration. These DPs did not evoke the language of rights as they appealed to the traditional network of support, based on benevolence and familiarity. Secondly, it argues that the American Poles and Polish social elites played a crucial role in resettlement of the DPs, providing an additional layer of screening, here called ‘the moral screening’. It is an example of how ethnic and cultural communities mediated the resettlement procedures supervised by international humanitarian organisations. Using a ‘history from below’ approach, this article argues that during this episode of migration, political and economic ideological underpinnings intertwined.  相似文献   

13.
This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different Taiwanese universities where both English and Mandarin Chinese are used as mediums of instruction and communication. Findings suggest that the students frequently used English as a language of neutrality to communicate with local students, which either connected them with or disconnected them from their peers. They, whereas, considered Mandarin as a language of convergence, which helped them to get closer to their Taiwanese friends. They also occasionally made use of Vietnamese—a language of divergence—to a small extent to connect with their local peers. As international students seem to be the ones who often put more effort into addressing the linguistic and cultural gaps and improving the communication effectiveness compared with their local counterparts, it is recommended that local students should play a more proactive role in using proper accommodation strategies to connect with international students. Internationalised universities should also contribute to building a healthy and inclusive intercultural environment for international and local students and facilitating respectful and effective intercultural interactions among them.  相似文献   

14.
Teachers frequently ask their students various types of geographic questions. The questions may be relevant to academic content and the learning process or they may be pertinent to students' personal lives. All geographic questions and conversations yield ideal opportunities for teachers to convey powerful multicultural perspectives integrated within the context of their curriculum and daily teaching practices. Many teachers are not aware of the meaningful learning experiences that they can create for their students by empowering their geographic questions with multicultural perspectives. Nor are they aware of the powerful role modeling they share with their young learners. These conclusions were some of the outcomes compiled by a group of 25 graduate students, all practicing kindergarten through 12th grade teachers, enrolled in a multicultural education course. They examined the links between various geographic questions that teachers ask their students and the multicultural perspectives that teachers model and reinforce with their students that communicate powerful messages for valuing cultural diversity. This article shares the results of their exploration and gives five suggestions for teachers to integrate into their effective instructional practices.  相似文献   

15.
Foreign language writing anxiety is an affective response to the dynamicity within the process of foreign language acquisition which made learners brave winds of change sweeping through their emotional state as a result of what they may experience a trance-like state of flux. This investigation reports on English as a foreign language (EFL) learners’ writing anxiety based on an ecological perspective within the framework of nested ecosystem model. Current study was conducted on four upper-intermediate EFL learners, aged 14–18. Semi-structured stimulated recall interviews, teacher observation, student journal, and task-motometer were all instrumented over ten classroom sessions to provide information regarding learners’ writing anxiety which were analyzed qualitatively. Along the lines of nested ecosystem model, emerging patterns of learners’ writing anxiety were analyzed under four categories of micro-, meso-, exo-, and macrosystems. Findings of the present study offered adequate decisive evidence supporting the fluctuating trajectories and variables concerning learners’ writing anxiety within the interaction of the individual and environmental factors.  相似文献   

16.
The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs.  相似文献   

17.
ABSTRACT

Lack of proficiency in Japanese language is a hindrance for successful intercultural communication between Malaysian Japanese speaking employees (MJSE) and Japanese employers (JE) in Japanese companies (JC) in Malaysia. Therefore, this quantitative study using Japanese Language Questionnaire (JLQ) investigated Japanese language use in intercultural context among MJSE to identify Japanese language challenges faced by them in JC. The findings indicate major challenges in listening and speaking compared to reading and writing. This indicate lack of language preparedness of Malaysian Japanese language learners before embarking for employment into JC in Malaysia. The study recommends evaluation of the Japanese language curriculum to ensure MJSE’s readiness to embark into employment at JC.  相似文献   

18.
ABSTRACT

This article explores the psychometric validation of an Intercultural Communication Competence (ICC) scale. Three studies were performed: (1) psychometric evidence pertaining to the scale’s reliability and factor structure and an analysis of the measurement invariance; (2) assessment of convergent and predictive validity; and (3) analyzes the association between ICC and affective and cognitive dimensions of cultural empathy. A three-factor model with eight items yielded the best fit to the data. The scale showed non-invariance between genders, but proved to be a predictor of intercultural contact. Convergent validity were demonstrated.  相似文献   

19.
Theoretical foundations to intercultural communication (ICC) are integrative and interdisciplinary but few have studied ICC from a systemic linguistics perspective. Viewing communication as a dialogic process, this study takes a systemic functional linguistics (SFL) view of language as a social semiotic where semogenesis (meaning making) is both construed and construed by context of situation which in turn is construed by culture. Using interview data collected from Swedish managers who have extensive international management experiences, this study aims to illustrate how SFL can be used as an adaptive theory and framework of discourse analysis in uncovering semogenic strategies in ICC processes.  相似文献   

20.
There has been little exploration regarding how Anglo teacher's interactions with Latina/o language learners influence student subjectivities. In this article the author attempts to use a theoretical tool from Critical Race Theory called ?microaggressions” and her theoretical construct ?microtransformations” to explore how a teacher's linguistic engagements with Latina/o language learning students can create and disrupt particular racialized student subjectivities.  相似文献   

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