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intercultural competence</title> <meta name="description" content="Search results for: intercultural competence"> <meta name="keywords" content="intercultural competence"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="intercultural competence"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 769</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intercultural competence</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">769</span> Insights into the Assessment of Intercultural Competence of Female University Students in the KSA </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnes%20Havril">Agnes Havril</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to introduce some partial findings of an ongoing research project which is investigating the improvement of intercultural competence of Saudi female university students in English as a Second Language academic environment at the multicultural Jazan University. Since previous research results support the idea that this university generation has the desire to become interculturally or globally competent university students, the present-day investigation is focusing on the assessment of Saudi-specific cultural terms and intercultural competence components in comparison with the Anglo-Saxon oriented western perspective of intercultural competence theories and models. On this stage of the research quantitative research methodology is applied and a survey is being conducted among the female university students in different academic specializations. This paper discusses some empirical data with the aim of identifying and evaluating certain supplementary aspects of intercultural dimensions and components of the intercultural competence construct. The research results also highlight several gender issues in the gender separated higher education in the Kingdom of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20separation" title="gender separation">gender separation</a>, <a href="https://publications.waset.org/abstracts/search?q=globally%20competent%20university%20student" title=" globally competent university student"> globally competent university student</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence%20construct" title=" intercultural competence construct"> intercultural competence construct</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/40499/insights-into-the-assessment-of-intercultural-competence-of-female-university-students-in-the-ksa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40499.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">768</span> Exploring Non-Native English Language Teachers' Understandings and Attitudes towards the Integration of Intercultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sasani">Simin Sasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will explore a group of English language teachers’ understanding of intercultural competence to find out if they are aware of the concept and how important it is for them. It will investigate how much they are concerned about the challenges that the learners might face in their intercultural communications and to what extent they can help the learners to overcome the barriers to increase students’ insight into cultural differences. In addition, it will explore how a group of non-native English language teachers define culture in relation to their English language teaching practices. More specifically, the research tries to take the how and why of inclusion of intercultural competence into consideration and how non-native teachers think they can improve their learners’ knowledge and skills in this domain. The study will be conducted in the UK and the participants are eight non-native English language teachers who are currently teaching general English language courses for foreigners. A pilot study have been conducted for this research which its results show three non-native English teachers are aware of the notion although they have not had any formal education about intercultural competence. Their challenges and limitation were also highlighted through interviews and observations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teachers" title=" English language teachers"> English language teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communications" title=" intercultural communications"> intercultural communications</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-natives" title=" non-natives"> non-natives</a> </p> <a href="https://publications.waset.org/abstracts/24609/exploring-non-native-english-language-teachers-understandings-and-attitudes-towards-the-integration-of-intercultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">767</span> Intercultural Competence in Teaching Mediation to Students of Legal English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulina%20Dwuznik">Paulina Dwuznik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For students of legal English, the skill of mediation is of special importance as it constitutes part of their everyday work. Developing the skill of mediation requires developing linguistic, communicative, textual, pragmatic, interactive, social, and intercultural competencies. The study conducted at the Open University of the University of Warsaw compared the results of a questionnaire concerning the needs of legal professionals relating to mediation tasks, which they perform at work with the analysis of the content of different legal English handbooks with special stress on the development of intercultural competence necessary in interlinguistic mediation. The study found that legal English handbooks focus mainly on terminology study, but some of them extend students' intercultural competence in a way which may help them to perform tasks of mediating concepts, texts, and communication. The author of the paper will present the correlation between intercultural competence and mediation skill and give some examples of mediation tasks which may be based on comparative intercultural content of some chosen academic legal English handbooks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title="intercultural competence">intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20English" title=" legal English"> legal English</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation%20skill" title=" mediation skill"> mediation skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/130325/intercultural-competence-in-teaching-mediation-to-students-of-legal-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">766</span> Intercultural Competence, (Im)Politeness and the Use of Social Media during the Intercultural Adjustment Period of Indonesian Postgraduate Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erizal%20Lugman">Erizal Lugman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To achieve their academic goals whilst studying abroad, international students must successfully adjust to cross-cultural differences. As a result, they need to develop new abilities including intercultural competence and politeness in order to effectively communicate with different languages and cultures. (Im)politeness is also an essential aspect of intercultural competence which is vital for effective intercultural communication. This study seeks to integrate different aspects of intercultural competence, (im)politeness and the use of social media platforms which is solely focused on Indonesian students studying in the UK. Using a purposive sampling method, participants will be recruited to address the research questions who will all be volunteers and have lived in Britain for at least six months or who have passed the cultural adjustment period. Using a range of quantitative and qualitative methods, in this respect, participants will be recruited and asked to relate the intercultural experiences they encountered during the cultural adjustment period through the use of e-portfolios, interviews, and critical reflection. This will be followed by online surveying from the Indonesian participants' point of view using the cross-cultural adaptability inventory (CCAI), which aims to measure the individual potential for cross-cultural adaptability. A discursive approach will be employed which aims to focus on analysing (im)politeness as reported and narrated by the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=im%29politeness" title="im)politeness">im)politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/99035/intercultural-competence-impoliteness-and-the-use-of-social-media-during-the-intercultural-adjustment-period-of-indonesian-postgraduate-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">765</span> Towards Intercultural Competence in EFL Textbook: the Case of ‘New Prospects’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamilia%20Mebarki">Kamilia Mebarki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The promotion of intercultural competence plays an important role in foreign language education. The outcome of intercultural educationalists‟ studies was the adoption of intercultural language learning and a modified version of the Communicative Competence that encompasses an intercultural component enabling language learners to communicate successfully interculturally. Intercultural Competencehas an even more central role in teaching English as a foreign language (EFL) since efforts are critical to preparing learners for intercultural communisation in our global world. In these efforts, EFL learning materials are a crucial stimulus for developing learners’ intercultural competence. There has been a continuous interest in the analysis of EFL textbooks by researcher all over the world. One specific area that has received prominent attention in recent years is a focus on how the cultural content of EFL materials promote intercultural competence. In the Algerian context, research on the locally produced EFL textbooks tend to focus on investigating the linguistic and communicative competence. The cultural content of the materials has not yet been systematically researched. Therefore, this study contributes to filling this gap by evaluating the locally published EFL textbook ‘New Prospects’ used at the high school level as well as investigating teachers’ views and attitudes on the cultural content of ‘New Prospects’ alongside two others locally produced EFL textbooks ‘Getting Through’ and ‘At the Crossroad’ used at high school level. To estimate the textbook’s potential of developing intercultural competence, mixed methods, a combination of quantitative and qualitative data collection, was used in the material evaluation analysed via content analysis and in the survey questionnaire and interview with teachers.Data collection and analysis were supported by the frameworks developed by the researcher for analysing the textbook, questionnaire, and interview. Indeed, based on the literature, three frameworks/ models are developed in this study to analyse, on one hand, the cultural contexts and themes discussed in the material that play an important role in fostering learners’ intercultural awareness. On the other hand, to evaluate the promotion of developing intercultural competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title="intercultural communication">intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title=" intercultural communicative competence"> intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20materials" title=" EFL materials"> EFL materials</a> </p> <a href="https://publications.waset.org/abstracts/157824/towards-intercultural-competence-in-efl-textbook-the-case-of-new-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">764</span> Chinese College Students’ Intercultural Competence and Culture Learning Through Telecollaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Yuqing">Li Yuqing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fostering the development of intercultural (communicative) competence (IC) is one way to equip our students with the linguistic and cultural skills to communicate effectively with people from diverse backgrounds, particularly English majors who are most likely to encounter multicultural work environments in the future. The purpose of this study is to compare the English majors' intercultural competence in terms of cognitive, affective, and behavioral aspects before and after a ten-week telecollaboration program between 23 English majors at a Chinese university and 23 American students enrolled in a Chinese class at an American university, and analyze their development during the program. The results indicate that subjects' cognitive, affective, and behavioral perceptions of IC improved significantly over time. In addition, the program had significant effects on the participants' “Interaction Confidence,” “Interaction Engagement,” and “Interaction Enjoyment” - three components of intercultural sensitivity - as well as their overall intercultural effectiveness (except for “Message Skills”). With the widespread use of the internet, this type of online cultural exchange has a promising future, as suggested by the findings of the current study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title="intercultural competence">intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20majors" title=" English majors"> English majors</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-mediated%20communication" title=" computer-mediated communication"> computer-mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=telecollaboration" title=" telecollaboration"> telecollaboration</a> </p> <a href="https://publications.waset.org/abstracts/163817/chinese-college-students-intercultural-competence-and-culture-learning-through-telecollaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">763</span> Disparities in Language Competence and Conflict: The Moderating Role of Cultural Intelligence in Intercultural Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Peyrols%20Wu">Catherine Peyrols Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural interactions are becoming increasingly common in organizations and life. These interactions are often the stage of miscommunication and conflict. In management research, these problems are commonly attributed to cultural differences in values and interactional norms. As a result, the notion that intercultural competence can minimize these challenges is widely accepted. Cultural differences, however, are not the only source of a challenge during intercultural interactions. The need to rely on a lingua franca – or common language between people who have different mother tongues – is another important one. In theory, a lingua franca can improve communication and ease coordination. In practice however, disparities in people’s ability and confidence to communicate in the language can exacerbate tensions and generate inefficiencies. In this study, we draw on power theory to develop a model of disparities in language competence and conflict in a multicultural work context. Specifically, we hypothesized that differences in language competence between interaction partners would be positively related to conflict such that people would report greater conflict with partners who have more dissimilar levels of language competence and lesser conflict with partners with more similar levels of language competence. Furthermore, we proposed that cultural intelligence (CQ) an intercultural competence that denotes an individual’s capability to be effective in intercultural situations, would weaken the relationship between disparities in language competence and conflict such that people would report less conflict with partners who have more dissimilar levels of language competence when the interaction partner has high CQ and more conflict when the partner has low CQ. We tested this model with a sample of 135 undergraduate students working in multicultural teams for 13 weeks. We used a round-robin design to examine conflict in 646 dyads nested within 21 teams. Results of analyses using social relations modeling provided support for our hypotheses. Specifically, we found that in intercultural dyads with large disparities in language competence, partners with the lowest level of language competence would report higher levels of interpersonal conflict. However, this relationship disappeared when the partner with higher language competence was also high in CQ. These findings suggest that communication in a lingua franca can be a source of conflict in intercultural collaboration when partners differ in their level of language competence and that CQ can alleviate these effects during collaboration with partners who have relatively lower levels of language competence. Theoretically, this study underscores the benefits of CQ as a complement to language competence for intercultural effectiveness. Practically, these results further attest to the benefits of investing resources to develop language competence and CQ in employees engaged in multicultural work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20intelligence" title="cultural intelligence">cultural intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20interactions" title=" intercultural interactions"> intercultural interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20competence" title=" language competence"> language competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20teamwork" title=" multicultural teamwork"> multicultural teamwork</a> </p> <a href="https://publications.waset.org/abstracts/106110/disparities-in-language-competence-and-conflict-the-moderating-role-of-cultural-intelligence-in-intercultural-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">762</span> The Impact of Intercultural Communicative Competence on the Academic Achievement of English Language Learners: Students Working in the Sector of Tourism in Jordan (Petra and Jerash) as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haneen%20Alrawashdeh">Haneen Alrawashdeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Naciye%20Kunt"> Naciye Kunt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural communicative competence or (ICC), is an extension of communicative competence that takes into account the intercultural aspect of learning a foreign language. Accordingly, this study aimed at investigating the intercultural interaction impact on English as a foreign language learners' academic achievement of language as a scholastic subject and their motivation towards learning it. To achieve the aim of the study, a qualitative research approach was implemented by means of semi-structured interviews. Interview sessions were conducted with eight teachers of English as well as ten English language learners who work in the tourism industry in a variety of career paths, such as selling antiques and traditional costumes. An analysis of learners' grades of English subjects from 2014 to 2019 academic years was performed by using the Open Education Management Information System Database in Jordan to support the findings of the study. The results illustrated that due to the fact that they work in the tourism sector, students gain skills and knowledge that assist them in better academic achievement in the subject of English by practicing intercultural communication with different nationalities on a daily basis; intercultural communication enhances students speaking skills, lexicon, and fluency; however, despite that their grades showed increasing, from teachers perspectives, intercultural communicative competence reduces their linguistic accuracy and ability to perform English academic writing in academic contexts such as exams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20motivation" title=" language learning motivation"> language learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20academic%20achievement" title=" language academic achievement"> language academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/144464/the-impact-of-intercultural-communicative-competence-on-the-academic-achievement-of-english-language-learners-students-working-in-the-sector-of-tourism-in-jordan-petra-and-jerash-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">761</span> Empowering Business Students with Intercultural Communicative Competence through Multicultural Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorsaf%20Ben%20Malek">Dorsaf Ben Malek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The function of culture in language teaching changed because of globalization and the latest technologies. English became a lingua franca which resulted in altering the teaching objectives. The re-evaluation of cultural awareness is one of them. Business English teaching has also been subject to all these changes. It is therefore a wrong idea if we try to consider it as a diffusion of unlimited listing of lexis, diagrams, charts, and statistics. In fact, business students’ future career will require business terminology together with intercultural communicative competence (ICC) to handle different multicultural encounters and contribute to the international community. The first part of this paper is dedicated to the necessity of empowering business students with intercultural communicative competence and the second turns around the potential of multicultural literature in implementing ICC in business English teaching. This was proved through a qualitative action research done on a group of Tunisian MA business students. It was an opportunity to discover the potential of multicultural literature together with inquiry-based learning in enhancing business students’ intercultural communicative competence. Data were collected through classroom observations, journals and semi-structured interviews. Results were in favour of using multicultural literature to enhance business students’ ICC. In addition, the short story may be a motivating tool to read literature, and inquiry-based learning can be an effective approach to teaching literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20literature" title=" multicultural literature"> multicultural literature</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title=" short stories"> short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a> </p> <a href="https://publications.waset.org/abstracts/55553/empowering-business-students-with-intercultural-communicative-competence-through-multicultural-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">760</span> Intercultural Competence among Jewish and Arab Students Studying Together in an Academic Institution in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orly%20Redlich">Orly Redlich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the establishment of the state of Israel, and as a result of various events that led to it, Jewish citizens and Arab citizens of the state have been in constant conflict, which finds its expression in most levels of life. Therefore, the attitude of one group member to the other group members is mostly tense, loaded, and saturated with mutual suspicion. Within this reality, in many higher education institutions in Israel, Jews and Arabs meet with each other intensively and for several years. For some students, this is their first opportunity for a meaningful cross-cultural encounter. These intercultural encounters, which allow positive interactions between members of different cultural groups, may contribute to the formation of "intercultural competence" which means long-term change in knowledge, attitudes, and behavior towards 'the other culture'. The current study examined the concept of the ‘other’ among Jewish and Arab students studying together and their "intercultural competence". The study also examined whether there is a difference in the perception of the ‘other’ between students studying in different academic programs, and between students taking academic courses on multiculturalism. This quantitative study was conducted among 274 Arab and Jewish students studying together, for bachelors or master's degree, in various academic programs at the Israel Academic College of Ramat-Gan. The background data of the participants are varied, in terms of religion, origin, religiosity, employment status, living area, and marital status. The main hypothesis is that academic, social, and intercultural encounters between Jewish and Arab students, who attend college together, will be a significant factor in building "intercultural competence". Additionally, the existence of "intercultural competence" has been linked to demographic characteristics of the students, as well as the nature of intercultural encounters between Jews and Arabs in a higher education institution. The dependent variables were measured by a self-report questionnaire, using the components of '"intercultural competence"' among students, which are: 1. Cognitive knowledge of the ‘others’, 2. Feelings towards the ‘others’, 3. Change in attitudes towards the 'others', and 4. Change in behavior towards the ‘others’. The findings indicate a higher "intercultural competence" among Arab students than Jews; it was also found higher level of "intercultural competence" among Educational Counseling students than the other respondents. The importance of this research lies in finding the means to develop "intercultural competence" among Jewish and Arab students, which may reduce prejudice and stereotypes towards the other culture and may even prevent occurrences of alienation and violence in cross-cultural encounters in Israel. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20learning" title="cross-cultural learning">cross-cultural learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Jewish%20and%20Arab%20students" title=" Jewish and Arab students"> Jewish and Arab students</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a> </p> <a href="https://publications.waset.org/abstracts/112103/intercultural-competence-among-jewish-and-arab-students-studying-together-in-an-academic-institution-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">759</span> Using Authentic and Instructional Materials to Support Intercultural Communicative Competence in ELT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jana%20Beresova">Jana Beresova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents a study carried out in 2015-2016 within the national scheme of research - VEGA 1/0106/15 based on theoretical research and empirical verification of the concept of intercultural communicative competence. It focuses on the current conception concerning target languages teaching compatible with the Common European Framework of Reference for Languages: Learning, teaching, assessment. Our research had revealed how the concept of intercultural communicative competence had been perceived by secondary-school teachers of English in Slovakia before they were intensively trained. Intensive workshops were based on the use of both authentic and instructional materials with the goal to support interculturally oriented language teaching aimed at challenging thinking. The former concept that supported the development of the students´ linguistic knowledge and the use of a target language to obtain information about the culture of the country whose language learners were learning was expanded by the meaning-making framework which views language as a typical means by which culture is mediated. The goal of the workshop was to influence English teachers to better understand the concept of intercultural communicative competence, combining theory and practice optimally. The results of the study will be presented and analysed, providing particular recommendations for language teachers and suggesting some changes in the National Educational Programme from which English learners should benefit in their future studies or professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title=" intercultural communicative competence"> intercultural communicative competence</a> </p> <a href="https://publications.waset.org/abstracts/64679/using-authentic-and-instructional-materials-to-support-intercultural-communicative-competence-in-elt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">758</span> Technology Enriched Classroom for Intercultural Competence Building through Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Matevosyan">Tamara Matevosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this globalized world, intercultural communication is becoming essential for understanding communication among people, for developing understanding of cultures, to appreciate the opportunities and challenges that each culture presents to people. Moreover, it plays an important role in developing an ideal personification to understand different behaviors in different cultures. Native speakers assimilate sociolinguistic knowledge in natural conditions, while it is a great problem for language learners, and in this context feature films reveal cultural peculiarities and involve students in real communication. As we know nowadays the key role of language learning is the development of intercultural competence as communicating with someone from a different cultural background can be exciting and scary, frustrating and enlightening. Intercultural competence is important in FL learning classroom and here feature films can perform as essential tools to develop this competence and overcome the intercultural gap that foreign students face. Current proposal attempts to reveal the correlation of the given culture and language through feature films. To ensure qualified, well-organized and practical classes on Intercultural Communication for language learners a number of methods connected with movie watching have been implemented. All the pre-watching, while watching and post-watching methods and techniques are aimed at developing students’ communicative competence. The application of such activities as Climax, Role-play, Interactive Language, Daily Life helps to reveal and overcome mistakes of cultural and pragmatic character. All the above-mentioned activities are directed at the assimilation of the language vocabulary with special reference to the given culture. The study dwells into the essence of culture as one of the core concepts of intercultural communication. Sometimes culture is not a priority in the process of language learning which leads to further misunderstandings in real life communication. The application of various methods and techniques with feature films aims at developing students’ cultural competence, their understanding of norms and values of individual cultures. Thus, feature film activities will enable learners to enlarge their knowledge of the particular culture and develop a fundamental insight into intercultural communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climax" title="climax">climax</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20language" title=" interactive language"> interactive language</a>, <a href="https://publications.waset.org/abstracts/search?q=role-play" title=" role-play"> role-play</a> </p> <a href="https://publications.waset.org/abstracts/66643/technology-enriched-classroom-for-intercultural-competence-building-through-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">757</span> Enhancing Chinese Foreign Language Teachers’ Intercultural Competence: An Action Research Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Hing%20Rosenkvist">Wei Hing Rosenkvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication, are also keywords that would be found in the written learning objectives of foreign language education at all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the needs for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their studies to promote education in an international and global context. Even though many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need to increase student understanding of intercultural and global perspectives, they might find this objective unattainable and restricted due to the nature of the subject and their knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited, and practical examples are rare. This challenge has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices to develop the student's intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing student-teacher intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language%20education" title=" Chinese as a foreign language education"> Chinese as a foreign language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/122217/enhancing-chinese-foreign-language-teachers-intercultural-competence-an-action-research-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">756</span> An Action Research Study of Developing Foreign Language Teachers’ Intercultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Hing%20Rosenkvist">Wei Hing Rosenkvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication etc., are also keywords that would be found in the written learning objectives of the foreign language education in all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the needs for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their own studies to promote education in an international and global context. Despite the fact that many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need of increasing student understanding of intercultural and global perspective, they might find this objective unattainable and restricted due to the nature of the subject and their personal knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited and practical examples are rare. This has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices with a purpose of developing the teacher student intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing teacher student intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title="intercultural competence">intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20education" title=" foreign language education"> foreign language education</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/122220/an-action-research-study-of-developing-foreign-language-teachers-intercultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">755</span> Cultural Awareness, Intercultural Communication Competence and Academic Performance of Foreign Students Towards an Education ASEAN Integration in Global Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizalito%20B.%20Javier">Rizalito B. Javier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research has shown that foreign students with higher levels of cultural awareness and intercultural communication competence tend to have better academic performance outcomes. This study aimed to find out the cultural awareness, intercultural communication competence, and academic performance of foreign students and its relationships among variables. Methods used were descriptive-comparative and correlational research design, quota purposive sampling technique while frequency counts and percentages, mean and standard deviation, T, and F-test and chi-square were utilized to analyze the data. The results revealed that the majority of the respondents were under the age bracket of 21-25 years old, mostly males, all single, and mostly citizens of Papua New Guinea, Angolan, Vanuatu, Tanzanian, Nigerian, Korean, Rwanda, and Myanmar. Most language spoken was English, many of them were born again Christians, the majority took BS business management degree program, their studies mainly supported by their parents, they had stayed in the Philippines for 3-4 years, and most of them attended five to six times of cultural awareness/competence workshop-seminars, majority of their parent’s occupations were family own business, and had been earning a family monthly income of P61,0000 and above. The respondents were highly aware of their culture in terms of clients’ issues. The intercultural communication competence of the respondents was slightly aware in terms of intercultural awareness, while the foreign students performed good remarks in their average academic performance. However, the profiles of the participants in terms of age, gender, civil status, nationality, course/degree program taken, support to the study, length of stay, workshop attended, and parents’ occupation have significant differences in the academic performance except for the type of family, language spoken, religion and family monthly income. Moreover, cultural awareness was significantly related to intercultural communication competence, and both were not related to academic performance. It is recommended that foreign students be provided with cultural orientation programs, offered language support services, promoted intercultural exchange activities, and implemented inclusive teaching practices to allow students to effectively navigate and interact with people from different cultural backgrounds, fostering a more inclusive and collaborative learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title="cultural competence">cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20competence" title=" communication competence"> communication competence</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20culture-academic%20performance." title=" and culture-academic performance."> and culture-academic performance.</a> </p> <a href="https://publications.waset.org/abstracts/189225/cultural-awareness-intercultural-communication-competence-and-academic-performance-of-foreign-students-towards-an-education-asean-integration-in-global-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">754</span> The Emotional Education in the Development of Intercultural Competences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montserrrat%20Dopico%20Gonzalez">Montserrrat Dopico Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Lopez%20Facal"> Ramon Lopez Facal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of a critical, open and plural citizenship constitutes one of the main challenges of the school institution in the present multicultural societies. Didactics in Social Sciences has conducted important contributions to the development of active methodologies to promote the development of the intercultural competencies of the student body. Research in intercultural education has demonstrated the efficiency of the cooperative learning techniques to improve the intercultural relations in the classroom. Our study proposes to check the effect that, concerning the development of intercultural competencies of the student body, the emotional education can have in the context of the use of active methodologies such as the learning by projects and the cooperative learning. To that purpose, a programme of intervention based on activities focussed on controversial issues related to cultural diversity has been implemented in several secondary schools. Through a methodology which combines intercultural competence scales with interviews and also with the analysis of the school body’s productions, the persistence of stereotypes against immigration and the efficacy of the introduction of emotional education elements in the development of intercultural competencies have both been observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20in%20social%20sciences" title=" didactics in social sciences"> didactics in social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competences" title=" intercultural competences"> intercultural competences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title=" intercultural education"> intercultural education</a> </p> <a href="https://publications.waset.org/abstracts/98488/the-emotional-education-in-the-development-of-intercultural-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">753</span> Online Language Tandem: Focusing on Intercultural Communication Competence and Non-Verbal Cues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Benabdelkader">Amira Benabdelkader</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication presents the channel by which humankind create and maintain their relationship with others, express themselves, exchange information, learn and teach etc. The context of communication plays a distinctive role in deciding about the language to be used. The term context is mainly used to refer to the interlocutors, their cultures, languages, relationship, physical surrounding that is the communication setting, type of the information to be transmitted, the topic etc. Cultures, on one hand, impose on humans certain behaviours, attitudes, gestures and beliefs. On the other hand, the focus on language is inevitable as it is with its verbal and non-verbal components, a key tool in and for communication. Moreover, each language has its particularity in how people voice, address and express their thoughts, feelings and beliefs. Being in the same setting with people from different cultures and languages and having conversations with them would call upon the intercultural communicative competence. This latter would promote the success of their conversations. Additionally, this competence could manifest in several ways during their interactions, to the extent that no one can predict when and how the interlocutors would use it. The only thing probably that could be confirmed is that the setting and culture would in a way or another intervene and often shape the flow of their communication, if not the whole communication. Therefore, this paper will look at the intercultural communicative competence of language learners when introducing their cultures to each other in an online language tandem (henceforth OLT) using their second and/or foreign language with the L1 language speakers. The participants of this study are Algerian (use L2: French, FL: English), British (L1: English, L2/FL: French). In other words, this current paper will provide a qualitative analysis of the OLT experiment by emphasising how language learners can overcome the cultural differences in an intercultural setting while communicating online using Skype (video conversations) with people from different countries, cultures and L1. The non-verbal cues will have the lion share in the analysis by focusing on how they have been used to maintain this intercultural communication or hinder it through the misinterpretation of gestures, head movements, grimaces etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20cues" title=" non-verbal cues"> non-verbal cues</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20tandem" title=" online language tandem"> online language tandem</a>, <a href="https://publications.waset.org/abstracts/search?q=Skype" title=" Skype"> Skype</a> </p> <a href="https://publications.waset.org/abstracts/65461/online-language-tandem-focusing-on-intercultural-communication-competence-and-non-verbal-cues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">752</span> The Intercultural Communicative Competence (ICC) Perspective in the Film Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Zhang">Yan Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of commercial movies, more and more instructors are drawn to adapt film pedagogy to teach history and culture. By challenging traditional standards of classroom culture, instruction through film represents an intersection of modernity and adaptability which is no longer optional but essential to maintaining educational accessibility. First, this presentation describes special features of the film that can be used in the classroom and help students acquire intercultural communicative competence (ICC) and achieve the learning goal. Second, the author brings forward the 5 A STAIRCASE model (Acknowledge-Adjust-Acculturate-Act-Assess) to explore how students acquire international communicative competence. Third, this article presents the intersections between new digital environments and classroom practice, such as how films can contribute to combining classical and contemporary Chinese cultures seamlessly and how film pedagogy can be an effective way to get students to engage in deeper critical thinking by exposing them to visuals, music, language, and styling which do not exist in traditional learning formats. Last, the student’s final video project will be exemplified at the end, demonstrating how to engage students in the analysis and experience of history and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title="intercultural education">intercultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a> </p> <a href="https://publications.waset.org/abstracts/170843/the-intercultural-communicative-competence-icc-perspective-in-the-film-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">751</span> Building Intercultural Competence in English Language Learners: Practices and Materials of Cultural-Based Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Randa%20Alahmadi">Randa Alahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because the world has become a global village, English is not only used by native speakers, but also by non-native speakers from culturally diverse backgrounds. Even though learning a second/foreign language requires development of the four skills: reading, writing, listening, and speaking, there is also an intertwined relationship between language and culture, making it difficult to teach language without knowing the cultural context in which it is to be used. In the past decade, the number of international students enrolled in universities around the world has increased significantly. Having the urge to communicate effectively would serve as a motivation for both international and domestic students. The teaching of culture is important because linguistic competence is not enough for successful communication with speakers of other languages. Therefore, whether teaching natives or non-natives, students need to improve their cross-cultural communication skills and become culturally prepared to communicate successfully with people from other cultures. Teachers can equip their students for this environment by giving them appropriate knowledge and skills for effective intercultural communication. This paper will focus on the importance of intercultural communicative competence and its role in developing students’ understanding of diverse cultures as part of learning foreign/second languages. It will also explain how teachers can decide which culture should be taught: the target culture, the learners’ culture, or both. Moreover, practical and effective techniques that can be used in cultural-based language teaching will be shared. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural-based%20language%20teaching" title="cultural-based language teaching">cultural-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20lingua%20franca" title=" English as a lingua franca"> English as a lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title=" intercultural communicative competence"> intercultural communicative competence</a> </p> <a href="https://publications.waset.org/abstracts/65011/building-intercultural-competence-in-english-language-learners-practices-and-materials-of-cultural-based-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">750</span> The Role of Short-Term Study Abroad Experience on Intercultural Communication Competence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Aksoy">Zeynep Aksoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since global mobility of capital, information and people increase more and more, intercultural communication and management become a growing study field of investigating various aspects of the interaction between people from different cultural backgrounds. Human mobility, caused by several intentions from tourism to forced migration, often put people in facing communication barriers, issues or sometimes conflicts. This reality naturally enforces education institutions to develop international policies and programs for students in order to improve their intercultural experiences along with the educative objectives. Study-abroad programs, particularly the student exchanges in higher education provide an environment for participants to encounter with cultural differences. Therefore, international exchange programs (i.e. Erasmus Student Mobility, Global Exchange Program) are accepted to bring opportunities for intergroup contact, which may lead students to obtain new perspectives about the host culture, either in positive or negative ways, and new intercultural communication skills. This study aims to explore the role of short-term study abroad experience on intercultural communication competence with a qualitative approach. It attempts to reveal a comparative analysis, which is derived from two field studies conducted in Izmir (Turkey) and in Amsterdam (the Netherlands) in 2015 and 2016. They were both organized in two phases as pre-and-posttest to gain an insight into the changes (if any) in students’ attitudes and knowledge regarding the host culture, and their further motivations towards cross-cultural interactions. With this aim, focus group sessions and in-depth interviews have been taken place with participants at the beginning of their stay and at the end of the semester. The sample covers students mainly from Erasmus program (20 students in Izmir and 14 students in Amsterdam), and few from Global Exchange Program (5 students in Amsterdam). Data obtained from both studies were thematically analyzed and essential themes were identified within the framework of intercultural communication competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20student%20mobility" title="Erasmus student mobility">Erasmus student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication%20competence" title=" intercultural communication competence"> intercultural communication competence</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20exchange" title=" student exchange"> student exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20study%20abroad" title=" short-term study abroad"> short-term study abroad</a> </p> <a href="https://publications.waset.org/abstracts/51037/the-role-of-short-term-study-abroad-experience-on-intercultural-communication-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">749</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">748</span> Intercultural Trainings for Future Global Managers: Evaluating the Effect on the Global Mind-Set</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Dziatzko">Nina Dziatzko</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Stehr"> Christopher Stehr</a>, <a href="https://publications.waset.org/abstracts/search?q=Franziska%20Struve"> Franziska Struve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural competence as an explicit required skill nearly never appears in job advertisements in international or even global contexts. But especially those who have to deal with different nationalities and cultures in their everyday business need to have several intercultural competencies and further a global mind-set. This way the question arises how potential future global managers can be trained to learn these competencies. In this regard, it might be helpful to see if different types of intercultural trainings have different effects on those skills. This paper outlines lessons learned based on the evaluation of two different intercultural trainings for management students. The main differences between the observed intercultural trainings are the amount of theoretical input in relation to hands-on experiences, the number of trainers as well as the used methods to teach implicit cultural rules. Both groups contain management students with the willingness and perspective to work abroad or to work in international context. The research is carried out with a pre-training-survey and a post-training-survey which consists of questions referring the international context of the students and a self-estimation of 19 identified intercultural and global mind-set skills, such as: cosmopolitanism, empathy, differentiation and adaptability. Whereas there is no clear result which training gets overall a significant higher increase of skills, there is a clear difference between the focus of competencies trained by each of the intercultural trainings. This way this research provides a guideline for both academicals institutions as well as companies for the decision between different types of intercultural trainings, if the to be trained required skills are defined. Therefore the efficiency and the accuracy of fit of the education of future global managers get optimized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20mind-set" title="global mind-set">global mind-set</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competencies" title=" intercultural competencies"> intercultural competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20training" title=" intercultural training"> intercultural training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a> </p> <a href="https://publications.waset.org/abstracts/68784/intercultural-trainings-for-future-global-managers-evaluating-the-effect-on-the-global-mind-set" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">747</span> Interculturalizing Ethiopian Universities: Between Initiation and Institutionalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desta%20Kebede%20Ayana">Desta Kebede Ayana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lies%20Sercu"> Lies Sercu</a>, <a href="https://publications.waset.org/abstracts/search?q=Demelash%20Mengistu"> Demelash Mengistu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is set in Ethiopia, a sub-Saharan multilingual, multiethnic African country, which has seen a significant increase in the number of universities in recent years. The aim of this growth is to provide access to education for all cultural and linguistic groups across the country. However, there are challenges in promoting intercultural competence among students in this diverse context. The aim of the study is to investigate the interculturalization of Ethiopian Higher Education Institutions as perceived by university lecturers and administrators. In particular, the study aims to determine the level of support for this educational innovation and gather suggestions for its implementation and institutionalization. The researchers employed semi-structured interviews with administrators and lecturers from two large Ethiopian universities to gather data. Thematic analysis was utilized for coding and analyzing the interview data, with the assistance of the NVIVO software. The findings obtained from the grounded analysis of the interview data reveal that while there are opportunities for interculturalization in the curriculum and campus life, support for educational innovation remains low. Administrators and lecturers also emphasize the government's responsibility to prioritize interculturalization over other educational innovation goals. The study contributes to the existing literature by examining an under-researched population in an under-researched context. Additionally, the study explores whether Western perspectives of intercultural competence align with the African context, adding to the theoretical understanding of intercultural education. The data for this study was collected through semi-structured interviews conducted with administrators and lecturers from two large Ethiopian universities. The interviews allowed for an in-depth exploration of the participants' views on interculturalization in higher education. Thematic analysis was applied to the interview data, allowing for the identification and organization of recurring themes and patterns. The analysis was conducted using the NVIVO software, which aided in coding and analyzing the data. The study addresses the extent to which administrators and lecturers support the interculturalization of Ethiopian Higher Education Institutions. It also explores their suggestions for implementing and institutionalizing intercultural education, as well as their perspectives on the current level of institutionalization. The study highlights the challenges in interculturalizing Ethiopian universities and emphasizes the need for greater support and prioritization of intercultural education. It also underscores the importance of considering the African context when conceptualizing intercultural competence. This research contributes to the understanding of intercultural education in diverse contexts and provides valuable insights for policymakers and educational institutions aiming to promote intercultural competence in higher education settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrators" title="administrators">administrators</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20change" title=" educational change"> educational change</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a> </p> <a href="https://publications.waset.org/abstracts/174467/interculturalizing-ethiopian-universities-between-initiation-and-institutionalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">746</span> Intercultural and Inclusive Teaching Competency Implementation within a Canadian Polytechnic's Academic Model: A Pre- and Post-Assessment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selinda%20England">Selinda England</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Bodnaryk"> Ben Bodnaryk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With an unprecedented increase in provincial immigration and government support for greater international and culturally diverse learners, a trade/applied learning-focused polytechnic with four campuses within one Canadian province saw the need for intercultural awareness and an intercultural teaching competence strategy for faculty training. An institution-wide pre-assessment needs survey was conducted in 2018, in which 87% of faculty professed to have some/no training when working with international and/or culturally diverse learners. After researching fellow Polytechnics in Canada and seeing very little in the way of faculty support for intercultural competence, an institutional project team comprised of members from all facets of the Polytechnic was created and included: Indigenous experts, Academic Chairs, Directors, Human Resource Managers, and international/settlement subject matter experts. The project team was organized to develop and implement a new academic model focused on enriching intercultural competence among faculty. Utilizing a competency based model, the project team incorporated inclusive terminology into competency indicators and devised a four-phase proposal for implementing intercultural teacher training: a series of workshops focused on the needs of international and culturally diverse learners, including teaching strategies based on current TESOL methodologies, literature and online resources for quick access when planning lessons, faculty assessment examples and models of interculturally proficient instructors, and future job descriptions - all which promote and encourage development of specific intercultural skills. Results from a post-assessment survey (to be conducted in Spring 2020) and caveats regarding improvements and next steps will be shared. The project team believes its intercultural and inclusive teaching competency-based model is one of the first, institution-wide faculty supported initiatives within the Canadian college and Polytechnic post-secondary educational environment; it aims to become a leader in both the province and nation regarding intercultural competency training for trades, industry, and business minded community colleges and applied learning institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity%20and%20education" title="cultural diversity and education">cultural diversity and education</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20training%20teacher%20training" title=" diversity training teacher training"> diversity training teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/119032/intercultural-and-inclusive-teaching-competency-implementation-within-a-canadian-polytechnics-academic-model-a-pre-and-post-assessment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">745</span> Intercultural Communication in the Teaching of English as a Foreign Language in Malawi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mayeso%20Jiyajiya">Peter Mayeso Jiyajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses how the teaching of English as a foreign language in Malawi can enhance intercultural communication competence in a multicultural society. It argues that incorporation of intercultural communication in the teaching of English as a foreign language would improve cultural awareness in communication in the multicultural Malawi. The teaching of English in Malawi is geared towards producing students who would communicate in the global world. This entails the use of proper pedagogical approaches and instructional materials that prepare the students toward intercultural awareness. In view of this, the language teachers were interviewed in order to determine their instructional approaches to intercultural communication. Instructional materials were further evaluated to assess how interculturality is incorporated. The study found out that teachers face perceptual and technical challenges that hinder them from exercising creativity to incorporate interculturality in their lessons. This is also compounded by lack of clear direction in the teaching materials on cultural elements. The paper, therefore, suggests a holistic approach to the teaching of English language in Malawian school in which the diversity of culture in classrooms must be considered an opportunity for addressing students’ cultural needs that may be lacking in the instructional materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20awareness" title="cultural awareness">cultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/54177/intercultural-communication-in-the-teaching-of-english-as-a-foreign-language-in-malawi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">744</span> Communicative Competence versus Language Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of present paper is to have a rough comparison between language proficiency and communicative competence, moreover, how different scholars in the field of second language acquisition/assessment have defined competence in different paradigms. Researchers differ, however, in how they view 'competence'. Those who are dealing with generative tradition associated with Chomsky have defined it as linguistic competence (knowledge of the grammar of L2). Other researchers have adopted a broader perspective that is examining how learners acquire communicative competence (knowledge of both the L2 grammar and of how this system is put to use in actual communication). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/33462/communicative-competence-versus-language-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">743</span> Stereotyping of Non-Western Students in Western Universities: Applying Critical Discourse Analysis to Undermine Educational Hegemony</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Lubbers">Susan Lubbers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study applies critical discourse analysis to the language used by educators to frame international students of Asian backgrounds in Anglo-Western universities as quiet, shy, passive and unable to think critically. Emphasis is on the self-promoted ‘internationalised’ Australian tertiary context, where negative stereotypes are commonly voiced not only in the academy but also in the media. Parallels are drawn as well with other Anglo-Western educational contexts. The study critically compares the discourse of these persistent negative stereotypes, with in-class and interview discourses of international students of Asian and Western language, cultural and educational backgrounds enrolled in a Media and Popular Culture unit in an Australian university. The focus of analysis of the student discourse is on their engagement in critical dialogic interactions on the topics of culture and interculturality. The evidence is also drawn from student interviews and focus groups and from observation of whole-class discussion participation rates. The findings of the research project provide evidence that counters the myth of student as problem. They point rather to the widespread lack of intercultural awareness of Western educators and students as being at the heart of the negative perceptions of students of Asian backgrounds. The study suggests the efficacy of an approach to developing intercultural competence that is embedded, or integrated, into tertiary programs. The presentation includes an overview of the main strategies that have been developed by the tertiary educator (author) to support the development of intercultural competence of and among the student cohort. The evidence points to the importance of developing intercultural competence among tertiary educators and students. The failure by educators to ensure that the diverse voices, ideas and perspectives of students from all cultural, educational and language backgrounds are heard in our classrooms means that our universities can hardly be regarded or promoted as genuinely internationalised. They will continue as undemocratic institutions that perpetrate persistent Western educational hegemony. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=embedding" title=" embedding"> embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=interculturality" title=" interculturality"> interculturality</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20student" title=" international student"> international student</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalised%20education" title=" internationalised education"> internationalised education</a> </p> <a href="https://publications.waset.org/abstracts/67239/stereotyping-of-non-western-students-in-western-universities-applying-critical-discourse-analysis-to-undermine-educational-hegemony" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">742</span> The Role of Communicative Grammar in Cross-Cultural Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tonoyan%20Lusine">Tonoyan Lusine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Communicative Grammar (CG) of a language deals with semantics and pragmatics in the first place as communication is a process of generating speech. As it is well known people can communicate with the help of limited word expressions and grammatical means. As to non-verbal communication, both vocabulary and grammar are not essential at all. However, the development of the communicative competence lies in verbal, non-verbal, grammatical, socio-cultural and intercultural awareness. There are several important issues and environment management strategies related to effective communication that one might need to consider for a positive learning experience. International students bring a broad range of cultural perspectives to the learning environment, and this diversity has the capacity to improve interaction and to enrich the teaching/learning process. Intercultural setting implies creative and thought-provoking work with different cultural worldviews and international perspectives. It is worth mentioning that the use of Communicative Grammar models creates a profound background for the effective intercultural communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CG" title="CG">CG</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20communication" title=" cross-cultural communication"> cross-cultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20awareness" title=" intercultural awareness"> intercultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20behavior" title=" non-verbal behavior"> non-verbal behavior</a> </p> <a href="https://publications.waset.org/abstracts/47387/the-role-of-communicative-grammar-in-cross-cultural-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">741</span> Examining the Role of Willingness to Communicate in Cross-Cultural Adaptation in East-Asia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baohua%20Yu">Baohua Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite widely reported 'Mainland-Hong Kong conflicts', recent years have witnessed progressive growth in the numbers of Mainland Chinese students in Hong Kong’s universities. This research investigated Mainland Chinese students’ intercultural communication in relation to cross-cultural adaptation in a major university in Hong Kong. The features of intercultural communication examined in this study were competence in the second language (L2) communication and L2 Willingness to Communicate (WTC), while the features of cross-cultural adaptation examined were socio-cultural, psychological and academic adaptation. Based on a questionnaire, structural equation modelling was conducted among a sample of 196 Mainland Chinese students. Results showed that the competence in L2 communication played a significant role in L2 WTC, which had an influential effect on academic adaptation, which was itself identified as a mediator between the psychological adaptation and socio-cultural adaptation. Implications for curriculum design for courses and instructional practice on international students are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L2%20willingness%20to%20communicate" title="L2 willingness to communicate">L2 willingness to communicate</a>, <a href="https://publications.waset.org/abstracts/search?q=competence%20in%20L2%20communication" title=" competence in L2 communication"> competence in L2 communication</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adaptation" title=" psychological adaptation"> psychological adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20adaptation" title=" socio-cultural adaptation"> socio-cultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20adaptation" title=" academic adaptation"> academic adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modelling" title=" structural equation modelling "> structural equation modelling </a> </p> <a href="https://publications.waset.org/abstracts/82941/examining-the-role-of-willingness-to-communicate-in-cross-cultural-adaptation-in-east-asia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">740</span> Fostering Inclusive Learning: The Role of Intercultural Communication in Multilingual Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Yalciner">Ozge Yalciner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intercultural communication is crucial in the education of multilingual learners in primary grades, significantly influencing their academic and social development. This study explores how intercultural communication intersects with multilingual education, highlighting the importance of culturally responsive teaching practices. It addresses the challenges and opportunities presented by diverse linguistic backgrounds and proposes strategies for creating inclusive and supportive learning environments. The research emphasizes the need for teacher training programs that equip educators with the skills to recognize and address cultural differences, thereby enhancing student engagement and participation. This study was completed in an elementary school in a city in the Midwest, USA. The data was collected through observations and interviews with students and teachers. It discusses the integration of multicultural perspectives in curricula and the promotion of language diversity as an asset. Peer interactions and collaborative learning are highlighted as crucial for developing intercultural competence among young learners. The findings suggest that meaningful intercultural communication fosters a sense of belonging and mutual respect, leading to improved educational outcomes for multilingual students. Prioritizing intercultural communication in primary education is essential for supporting the linguistic and cultural identities of multilingual learners. By adopting inclusive pedagogical approaches and fostering an environment of cultural appreciation, educators can better support their students' academic success and personal growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20learners" title=" multilingual learners"> multilingual learners</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20grades" title=" primary grades"> primary grades</a> </p> <a href="https://publications.waset.org/abstracts/186901/fostering-inclusive-learning-the-role-of-intercultural-communication-in-multilingual-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intercultural%20competence&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intercultural%20competence&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intercultural%20competence&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intercultural%20competence&page=5">5</a></li> 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