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Journal articles on the topic 'Cross-cultural communicative competence'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Tao, Zhiping. "On Cross-Cultural Communicative Competence in College English Teaching." Learning & Education 9, no. 2 (2020): 101. http://dx.doi.org/10.18282/l-e.v9i2.1414.

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It is an important part of improving college students’ comprehensive quality to cultivate cross-cultural communicative competence and it should be prioritized in college English teaching. Only with communicative competence can students effectively communicate and convey messages with others in English. This paper introduces cross-cultural communication and points out problems in it among non-English major students. It finally put forward some ways to improve their communicative competence.

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Wulan. "A Study on Cross-Cultural Communication and the Cul-tivation of Cross-Cultural Competence in German Language Teachingin Universities." Journal of Contemporary Educational Research 7, no. 8 (2023): 98–103. http://dx.doi.org/10.26689/jcer.v7i8.5286.

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In the concept of German, cross-cultural competence is regarded as an important skill, which can help learners better understand the differences between two cultures and establish mutual cognition. Having this competence can effectively reduce unnecessary misunderstandings and improve their communication efficiency. In college German classes, teachers should realize that cross-cultural communication skills are crucial to the development of students' communicative competence. Therefore, they should strive to improve their teaching methods and make the courses more colorful to help students comm

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Krylova, Marina, Aleksandra Proshkina, and Natalia Bonushko. "Program for cross-cultural communicative competence improvement." E3S Web of Conferences 164 (2020): 12015. http://dx.doi.org/10.1051/e3sconf/202016412015.

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The development of the international market intensifies communication which increases the importance of their rational organization, as well as cross-cultural competence of participants in such interactions. The article provides a definition of cross-cultural competence. There are described the types of communicative audience of the company. It is defined a set of organizational and methodological support for programs to improve cross-cultural communication managers of the international company.

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Karpova, T. A., and A. S. Voskovskaya. "Formation of students’ cross-cultural communicative-professional competence in university." Izvestiya MGTU MAMI 8, no. 4-5 (2014): 191–94. http://dx.doi.org/10.17816/2074-0530-67515.

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The article represents the pedagogical model of formation of students’ cross-cultural communicative-professional competence. This model includes general-cultural and professional competences. The model also contains pedagogical conditions, criteria and indicators of the considered competence formation.

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Andreyeva, Olga A. "Cross-cultural Communication as a Way of Achievement of Cross-cultural Communicative Competence." European Researcher 92, no. 3 (2015): 208–13. http://dx.doi.org/10.13187/er.2015.92.208.

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Zhu, Meiping. "The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching." Journal of Education and Educational Research 7, no. 2 (2024): 66–70. http://dx.doi.org/10.54097/1z4hhv48.

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The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, re

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Musyahda, Lila. "Strategic Competence: Bridging the Cross-Cultural Communication." TEFLIN Journal - A publication on the teaching and learning of English 16, no. 1 (2015): 71. http://dx.doi.org/10.15639/teflinjournal.v16i1/71-78.

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The writer of this article is interested in examining the strategis competence, i.e., the ability to solve communication problems an inadequate command of the linguistic and sociocultural code because of it, can contribute to the development of an overall communicative competence. The concept of strategic competence is within the general framework of interlanguage development. The article describes two basic types of communication strategies: reduction and achievement, concentrating particularly on the use of achievement strategies at the discourse level for English learners to manage a commun

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Melnychenko, Halyna, and Valentyna Radkina. "COMMUNICATIVE APPROACH TO DEVELOPING LINGUOCULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS VIA THE COURSE “LINGUISTIC COUNTRY STUDIES”." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 147–52. http://dx.doi.org/10.24195/2218-8584-2018-9-147-152.

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The article substantiates necessity of including linguistic and country study content while developing communicative competence of students; demonstrates a scheme of applying the communicative approach to developing linguocultural competence of students as a system of country-through-language knowledge, skills and motives that enable effective communication in the process of cross-cultural intercourse. The model of developing such competence is based on the principles of authenticity of linguocultural material, philological way of cognition, polychannel perception of information; and encompass

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Lee, Semi, and Hyunkyung Choi. "Do individual or organizational factors influence cultural competency of maternal newborn nurses?: a cross-sectional study." Women's Health Nursing 30, no. 4 (2024): 318–29. https://doi.org/10.4069/whn.2024.11.03.

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Purpose: Cultural competency is a very important ability of nurses in women’s hospitals in providing nursing care during pregnancy and childbirth. This study explored how multicultural attitudes, multicultural efficacy, intercultural communicative competency, and hospital support for cultural competency influence the cultural competency of nurses in women’s hospitals.Methods: A cross-sectional correlational study design was used. The study involved 150 nurses from five women’s hospitals located in Gyeongsangbuk-do and Gyeongsangnam-do, South Korea. Participants completed a packet of structured

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Гаспарян and E. Gasparyan. "Communicative Competence as a Metalanguage for Revealing Hard and Soft Skills in Cross-Cultural Communication." Modern Communication Studies 3, no. 3 (2014): 36–41. http://dx.doi.org/10.12737/4300.

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The article analyzes one of the key notions of lingsuitics adn methodology — that of communication competence, interpreting each of its components. Then the author evaluates the importance of the term in teaching a foreign language for professional communication in cross-cultural context and provides the rationale for considering cultural differences revealed in professional communication. Accounting for this need, the author then makes a list of professional competences which can be applied in communication through a formed linguistic competence. The article goes on to analyze the existing Ru

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Samozhenov, Sergei Nikolaevich, and Irina Vladimirovna Matveeva. "Cross-cultural Competence as an Element of Professional Training of Foreign Language Specialists." Development of education 7, no. 1 (2024): 77–84. http://dx.doi.org/10.31483/r-110085.

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This scientific article focuses on cross-cultural competence in education, highlighting the interdependent relationship between language proficiency and intercultural understanding. The authors synthesize theoretical foundations and pedagogical techniques to reveal the multifaceted aspects of integrating cross-cultural nuances into language education. The study presents cross-cultural competence as an essential element of effective communication in a globalised world, rather than a secondary skill. The authors use a holistic approach to examine the complexities of pedagogical strategies that a

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Chemmel, Uno, and Roger Phillipe. "The role of pragmatics in cross-cultural." Linguistics and Culture Review 2, no. 1 (2018): 45–59. http://dx.doi.org/10.21744/lingcure.v2n1.11.

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We here try to find out the role of pragmatics in the cross-cultural contexts. Pragmatics is the way we convey meaning through communication (Deda, 2013). Other factors beyond competence are the adjustments between contexts and situations that can change the ordinary meaning of elements/sentences according to the language situation. The culture of an organization decides the way employees behave amongst themselves as well as the people outside the organization. Pragmatic culture more emphasis is placed on the clients and the external parties. Customer satisfaction is the main motive of the emp

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Rybalka, N. V. "HIGH SCHOOLERS’ SOCIO-CULTURAL COMPETENCE FORMATION IN THE FOREIGN LANGUAGE STUDY PROCESS." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 1 (20) (June 30, 2020): 11–18. http://dx.doi.org/10.33274/2079-4835-2020-20-1-11-18.

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Objective. The objective of the article is to analyze the problems of high schoolers’ socio-cultural competence formation in the foreign language study process. Methods. The main scientific results are obtained by applying a set of general scientific and special methods of research, namely: analysis, generalization and systematization of scientific and educational-methodical literature on pedagogy, psychology, linguistics, methods of foreign languages teaching; theoretical generalization, analysis and synthesis, as well as comparative, descriptive and analytical. Results. Theoretical analysis

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Antonivska, Maryna. "Translator's Cross-cultural Competence in Conditions of International Relations Integration Processes." Culture and Arts in the Modern World, no. 19 (July 11, 2018): 120–27. https://doi.org/10.31866/2410-1915.19.2018.141364.

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The purpose of the article. The research is related to the generalization of scientific information on the emergence and development of the concept of «intercultural communication», as well as its impact on the life of modernized society, reveals the essence and versatility of the concepts of «translation» and «translator» in the structure of the intercultural communicative act and analyzes the relationship and the influence of a translator on the finite result in the process of intercultural communication. Scientific novelty determines the ro

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Zhetpisbay, А. Q., and A. E. Mashrapova. "METHODOLOGY OF USING THE "LANGUAGE PORTFOLIO" TECHNOLOGY AS A MEANS OF FORMING INTERCULTURAL COMPETENCE IN TEACHING ENGLISH LANGUAGE." Bulletin of Kazakh National Women's Teacher Training University, no. 1 (April 9, 2021): 146–56. http://dx.doi.org/10.52512/2306-5079-2021-85-1-146-156.

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The article is devoted to the problem of formation of intercultural communicative competence of students in the process of learning a foreign language. In the context of globalization and growing cross-cultural relations, this problem is very relevant. This article discusses the concept of "cross-cultural competence", as well as the use of the "language portfolio" technology in teaching a foreign language as an effective educational technology for the formation of cross-cultural competence. For full-fledged cross-cultural communication, interaction with representatives of other countries, the

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Liu, Wenjun. "A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm." Security and Communication Networks 2022 (June 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/2873802.

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With the current prevalence of economic globalization, English is still the international language of choice. The definition of cross-cultural: have a full and correct understanding of cultural phenomena, customs, and habits that are different or conflicting with the national culture, and accept and adapt to it with an inclusive attitude on this basis. Therefore, for Chinese universities, the focus is on cultivating highly qualified talents with intercultural communication skills for the country’s economic development. Intercultural communication skills are an important part of students’ langu

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Huang, Zhichao. "Analysis of College English Reading Teaching from the Perspective of Cross-cultural Communication." Communications in Humanities Research 3, no. 1 (2023): 1147–56. http://dx.doi.org/10.54254/2753-7064/3/2022969.

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With the development of globalization and the surging demand for foreign language talents, it is particularly significant to foster intercultural communicative awareness and enhance intercultural communicative competence. Undoubtedly, English reading serves as a crucial part of English learning, and improving the ability of English reading is also one of the important ways to cultivate students' cross-cultural communicative competence. However, both linguistic and non-linguistic differences between Chinese and English create cross-cultural barriers to English reading. Therefore, this paper pro

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Zhang, Yong. "Research on the cultivation of College Students’ intercultural communicative competence based on the technology of multimedia immersion in 5G Era." E3S Web of Conferences 251 (2021): 03076. http://dx.doi.org/10.1051/e3sconf/202125103076.

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One belt, one road initiative, China needs comprehensive talents with international vision, international working background, international finance and international economic management. In order to improve college students’ intercultural communicative competence, China attaches importance to foreign cultural exchange and comprehensively improves the cultivation of foreign communicative competence. Students’ awareness of cross-cultural communication is weak and their communicative competence is lacking. In addition to enriching students’ cross-cultural communication ability, it is urgent to cu

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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, et al. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.

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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance o

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Liu, Jialin. "Cultivating and Exploring Students' Intercultural Communication Skills in Middle School English Teaching under the Perspective of Cultural Confidence." International Journal of Education and Humanities 10, no. 1 (2023): 11–15. http://dx.doi.org/10.54097/ijeh.v10i1.10722.

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The English Curriculum Standards for Compulsory Education (2022 Edition) (from now on referred to as "the new standards") mentions students' intercultural communication many times in the curriculum objectives. Under the requirements of the new standards, teachers should pay attention to cultivating students' intercultural communication awareness and ability. In the era of economic globalization, diversified modes of thinking, and information networking, the practice and exploration of cultural self-confidence have become vital prerequisites for cultivating students' cross-cultural communicativ

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Wang, Mengyuan. "Integration of Intercultural Communicative Competence and English Language Education." Region - Educational Research and Reviews 6, no. 8 (2024): 108. http://dx.doi.org/10.32629/rerr.v6i8.2502.

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With the acceleration of globalization, cross-cultural communication has become a basic skill in modern society. English, as a bridge language for international communication, its education should not be limited to grammar and vocabulary training, but should be extended to cultural understanding ability cultivation. This paper discusses the measures for the integration of intercultural communicative competence and English education, aiming to improve the existing teaching methods to make them more in line with the needs of contemporary education, and to provide a strong support for students to

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Yuliya Boyko, Oksana Sierhieieva, Olena Matsiuk, Denys Dmytroshkin, and Nataliia Levytska. "Cross-Cultural Research in Cognitive Psycholinguistics: Analysis of Linguistic Diversity and Cognitive Processes." Forum for Linguistic Studies 6, no. 6 (2024): 28–42. https://doi.org/10.30564/fls.v6i6.6758.

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The study explores the integration of cognitive and psycholinguistic parameters in language education, focusing on designing communicative tasks to enhance oral proficiency in English among university students. Consciousness and meta-linguistic attention are highlighted as critical factors influencing communicative competence. A longitudinal observational study was conducted with second-year students at Khmelnytsky National University, focusing on the Department of Germanic Philology and Translation Studies. Both Bachelor’s and Master’s students participated in the study, which spanned an acad

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Guskova, N. V. "Formation of cross-cultural communicative competence: professionally oriented approach." Alma mater. Vestnik Vysshey Shkoly, no. 6 (June 2019): 112–16. http://dx.doi.org/10.20339/am.06-19.112.

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Petrenko, T. V. "ETIOLOGY OF CROSS-CULTURAL COMMUNICATIVE COMPETENCE OF A TEACHER." Innovate Pedagogy 2, no. 63 (2023): 92–95. http://dx.doi.org/10.32782/2663-6085/2023/63.2.18.

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Tian, Shuting. "On Intercultural Communication in Chinese International Education in the New Era." Journal of Education and Educational Research 5, no. 2 (2023): 77–82. http://dx.doi.org/10.54097/jeer.v5i2.12336.

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Cross-cultural communication is the necessity of the development of Chinese international education, the necessity of the development of language teaching theory, and the necessity of the social development for talent demand. The main goal of international Chinese education in the new era is to cultivate the intercultural communicative competence of Chinese learners. International Chinese teachers play an important role in Chinese teaching. In cross-cultural communication, it is the responsibility of Chinese language international education to make both parties behave appropriately, reduce mis

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Dong, Xu, and Guoqi Dong. "A Study of College English Curriculum Innovation from the Perspective of Cross-cultural Communication." Frontiers in Humanities and Social Sciences 4, no. 4 (2024): 71–77. http://dx.doi.org/10.54691/h57dwd20.

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With the acceleration of globalization, cross-cultural communication has become an indispensable part of people's daily life. Effective cross-cultural communication requires an in-depth understanding and mastery of language habits, values and social norms in different cultural backgrounds. However, for a long time, college English teaching in our country has always focused on the imparting of language knowledge, lacking in-depth discussion of cultural factors such as history, humanities, and folk customs of English-speaking countries, which often leads to misunderstandings and obstacles in cro

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Ursu, Oana. "Enhancing Business Students’ Cross-Cultural Skills." Virgil Madgearu Review of Economic Studies and Research 13, no. 2 (2020): 223–34. http://dx.doi.org/10.24193/rvm.2020.13.69.

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Considering the present-day international context, with the increasing workforce mobility and the global exchange of knowledge and best practices, most companies expect their workers to be able to communicate effectively across cultures. Thus, since cross-cultural competence in today’s multicultural globalised world is an absolute prerequisite, we argue that students – as candidates in the global job market – need to acquire not only linguistic skills, but also cross-cultural competence. Consequently, drawing on a number of theories put forward by Melanie Moll (2012), Geert Hofstede (1980, 199

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Atakoziyeva, Y. Y., S. K. Moldakhmetova, A. Khonai, and K. P. Charman. "USING INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN MANAGING MULTICULTURAL TEAM PERFORMANCE." Herald of the Kazakh-British technical university 21, no. 1 (2024): 169–82. http://dx.doi.org/10.55452/1998-6688-2024-21-1-169-182.

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This article provides the relevance and effectiveness of intercultural communication competence for managing multicultural teams within Kazakhstan-based international companies. This research seeks to assess project managers and team members’ knowledge, attitudes and skills related to intercultural communication competence. Byram’s model of intercultural communication competence will be utilized with its emphasis on cultural knowledge and attitudes. This study’s significance lies in its focus on cross-cultural management and communication in diverse work environments, using quantitative survey

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Khokhar, Sameena, Habibullah Pathan, Saira Niaz, and Faiza Mushtaq. "Cultivating Inter-cultural Communicative Competence in L2 Teaching in Multicultural Class: A Critical Appraisal." Review of Education, Administration & LAW 3, no. 3 (2020): 535–42. http://dx.doi.org/10.47067/real.v3i3.97.

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Language, as a carrier of cultural identities, plays a vital role in cultural exchange amongst people of diverse ethnic, social, religious and political identities.Across the globe, communication has increased in scale and speed, therefore, Inter-cultural Communicative Competence (ICC) is required in order to avoid misunderstanding arising from differing linguistic cum cultural identities as an ability to communicate effectively in cross-cultural situations.Second language (L2) teaching in a multilingual and multicultural large class is an ever growing field of research with a focus on all the

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Khokhar, Sameena, Habibullah Pathan, Saira Niaz, and Faiza Mushtaq. "Cultivating Inter-cultural Communicative Competence in L2 Teaching in Multicultural Class: A Critical Appraisal." Review of Education, Administration & LAW 3, no. 3 (2020): 535–42. http://dx.doi.org/10.47067/real.v3i3.97.

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Language, as a carrier of cultural identities, plays a vital role in cultural exchange amongst people of diverse ethnic, social, religious and political identities.Across the globe, communication has increased in scale and speed, therefore, Inter-cultural Communicative Competence (ICC) is required in order to avoid misunderstanding arising from differing linguistic cum cultural identities as an ability to communicate effectively in cross-cultural situations.Second language (L2) teaching in a multilingual and multicultural large class is an ever growing field of research with a focus on all the

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Bekhzod Bakhtiyarovich, Nazarov. "ENHANCING CROSS-CULTURAL COMPETENCE THROUGH ENGLISH LANGUAGE INSTRUCTION: A LINGUOCULTURAL APPROACH." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 8 (2025): 82–84. https://doi.org/10.70728/tech.v2.i08.029.

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In today’s interconnected world, cross-cultural competence has become an essential component of effective communication, particularly for learners of English as a Foreign Language (EFL). Language and culture are inextricably linked, and fostering students’ awareness of cultural norms, values, and communication styles enhances both linguistic proficiency and intercultural understanding. This article explores how English language instruction can be designed to promote cross-cultural competence by incorporating a linguocultural approach. It outlines the significance of integrating cultural conten

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Иванова, Л., L. Ivanova, Е. Лукомская, and E. Lukomskaya. "The Role of Intercultural Approach in Teaching Foreign Languages at the University." Scientific Research and Development. Modern Communication Studies 7, no. 5 (2018): 65–70. http://dx.doi.org/10.12737/article_5b9fa2f0417b48.10937608.

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The article deals with a new trend in foreign language teaching based on the cross-cultural approach. The challenge for teachers today is to develop students common, communicative and language competences which are essential conditions for the realization of such a task of modern language policy as the establishment of mutual understanding between different cultures. The components of communicative competence are established. The development of communicative competence is considered to be an obligatory condition for mutual understanding between nations in modern world.

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Kong, Lingling. "The Cultivation of Students' Intercultural Communicative Competence in High School English Reading." Journal of Education and Educational Research 9, no. 3 (2024): 40–44. http://dx.doi.org/10.54097/r5d93951.

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This study aims to clarify the importance and challenge of cultivating high school students' intercultural communication ability by combing the concept of Intercultural Communicative Competence and explaining the elements of intercultural communication, such as cultural awareness, cross-cultural knowledge, communication skills, and intercultural adaptability. Based on this, this paper takes reading fragments from senior high school English textbooks published by Foreign Language Teaching and Research Press (2019) as an example to explore teaching strategies for cultivating students' intercultu

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Wang, Baozhi, and Zengli Wu. "Cross-Cultural Awareness of College Students Based on Cross-Cultural Communication." Tobacco Regulatory Science 7, no. 5 (2021): 4840–51. http://dx.doi.org/10.18001/trs.7.5.2.48.

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Objectives: Cross-cultural communication lays the foundation for sustainable development education. In order to further improve the level of cross-cultural awareness of college students in China, a recommendation algorithm based on cross-cultural communication comparison model is proposed. Methods: The algorithm uses the keywords with high weight in the recommended items as the attribute characteristics of the recommendation items, and then recommends the items with the closest vectors (the highest score of the vector calculation with user characteristics) to the users. Results: TF-IDF method

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Cao, Zixuan. "A Research on the Contradiction Between English Theory Teaching and Students' English Practice Level-Taking Students' Intercultural Communication Skills as an Example." Lecture Notes in Education Psychology and Public Media 56, no. 1 (2024): 207–12. http://dx.doi.org/10.54254/2753-7048/56/20241677.

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As economic and cultural exchanges between countries around the world become more and more frequent, mastering cross-cultural communication skills becomes more and more important. The cultivation of students' intercultural communicative competence has received wide attention in Chinese education. Although there is more and more domestic research on the cultivation of students' intercultural communicative competence, the teaching practice of intercultural communicative competence is still insufficient due to the influence of practical factors. This paper analyzes the dilemmas encountered in the

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Tiawati, Refa Lina, Azman Bin Bidin, and Suria Baba. "How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language." Studies in Media and Communication 11, no. 6 (2023): 80. http://dx.doi.org/10.11114/smc.v11i6.6020.

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Language learning is often viewed as a task focused on the acquisition of linguistic skills, disregarding the cultural context in which the language is spoken. This approach to language learning often leads to ineffective communication and misunderstandings that arise due to cultural differences. The article discusses the challenges that BIPA students in West Sumatra face when attempting to develop their communicative abilities and cross-cultural understanding. The primary objective of this article is to explore the relationship between language learning and cultural awareness, particularly wi

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Bouchara, Abdelaziz, and Mounir Benyoussef. "German‑Arab encounters: A cross‑cultural Training approach." Lebende Sprachen 63, no. 2 (2018): 272–93. http://dx.doi.org/10.1515/les-2018-0016.

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Abstract The paper addresses intercultural differences which should contribute to raising awareness of sociolinguists in particular with respect to the role religion plays in shaping talk in Arabic and to serious confusion and misunderstandings that may occur when communicators from different cultural backgrounds meet. Successful intercultural interactions are at the heart of what intercultural communication is all about. So what does it mean that Arabs interact successfully with Germans (Westerners) and vice versa? This is the focus of this paper which led to the development of an intercultur

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Tang, Li. "Research on the Influence of Multicultural Intermingling on English Teaching in Colleges and Universities in the Information Age." Contemporary Education and Teaching Research 4, no. 12 (2023): 660–64. http://dx.doi.org/10.61360/bonicetr232015461209.

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With the rapid advance of the information age, the trend of cultural diversification and globalization is becoming more and more obvious. The mingling and collision of different cultures have become the norm, and the importance of cross-cultural communicative competence is becoming more and more prominent. For English teaching in colleges and universities, it is especially important to adapt to the needs of this multicultural mingling and help students cultivate cross-cultural communicative competence. The purpose of this paper is to discuss the impact of multiculturalization on English teachi

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Niyazova, Gulnora Gulomovna, and Raupova Laylo Rahimovna. "The Pragmatics Of Intercultural Communication In English Teaching In University." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 210–15. http://dx.doi.org/10.37547/tajssei/volume03issue02-34.

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In order to learn a foreign language, students have to master the knowledge, skills and also have to understand the language which reflected the foreign culture, so as to overcome cultural barriers, communicate with foreigners decently and effectively and have emotional communication and cross-cultural communication. Intercultural communicative competence plays a vital role for the cultivation of language and communication ability, intercultural communication is a new “edge” subject, which has a close relationship with English teaching.

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Luo, Hongwei. "Analysis of the Influencing Factors of English Majors’ Cross-Cultural Communicative Competence under Mobile Internet." Scientific Programming 2022 (May 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/4145241.

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In order to study the influencing factors of cross-cultural communicative competence of English majors under mobile Internet, firstly, we made an empirical study on cross-cultural communication teaching for English majors. Then, we performed a comparative experiment between the mobile Internet-assisted high school English cross-cultural communication teaching model and the traditional teacher culture teaching-based teaching model. Finally, through questionnaires, informal interviews, and teachers’ observation of the teaching process, this paper aims to make an empirical study on the feasibilit

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Ranabhat, Bijaya Kumar. "Intercultural Approach to Language Teaching." Marsyangdi Journal 4, no. 1 (2024): 80–88. http://dx.doi.org/10.3126/mj.v4i1.67818.

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The intercultural approach to language teaching aims to develop intercultural communicative competence on the part of the learners. This study 'Intercultural Approach to Language Teaching' primarily aims to explore the significance of the intercultural approach to language teaching. Additionally, it discusses the various components of intercultural communicative competence. Similarly, it offers some insights on the role of teachers and students in intercultural approach to language teaching, and strategies or modes of assessing the learners' intercultural communicative competence. The study re

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Li, Jie. "Study of Effective Strategies for Cultivating Intercultural Communicative Competence in English Language Education." Journal of Education and Educational Research 12, no. 2 (2025): 141–45. https://doi.org/10.54097/9my7sv28.

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In the context of globalization, intercultural communication competence has become one of the core objectives of English language education. Its main characteristics include the integration of critical thinking ability and cross-cultural ability, the combination of cultural sensitivity and language use, situational adaptability and cross-cultural strategy use, and the balance of identity and cross-cultural tolerance. These characteristics require students not only to have a solid language foundation, but also to have the ability to understand and adapt to different cultures. In the form of tra

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A Lebedinets, Anna, Haruka Kagata, Aleksandra Mazalova, Alina Samokhina, and Evgenii Chugreyev. "4C/ID for Foreign Language Communication Teaching." Informing Science: The International Journal of an Emerging Transdiscipline 27 (2024): 015. https://doi.org/10.28945/5400.

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Aim/Purpose: The purpose of this study is to investigate the effectiveness of a specialized instructional approach that combines empathic listening and culturally nuanced communication skills to enhance students’ preparedness for real-life cross-cultural interactions. By incorporating both psychological and specific sociocultural components within the 4C/ID model framework, this study aims to address the gaps in traditional communicative language teaching, which often emphasizes linguistic competence but lacks focus on the deeper cultural, psychological, and sociological dimensions essential f

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Komalasari, Adesti. "Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project." PIONEER: Journal of Language and Literature 13, no. 1 (2021): 1. http://dx.doi.org/10.36841/pioneer.v13i1.737.

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As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project enc

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Triyogo, Agus, and Hamdan. "ENGLISH LEARNING STRATEGIES FOR EFL STUDENTS: INTERACTIVE AND EFFECTIVE APPROACHES TO ENHANCING LANGUAGE SKILLS." LIED: Lingustic, Literature and English Education 4, no. 1 (2024): 41–49. https://doi.org/10.55526/lied.v4i1.652.

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Effective English language learning for EFL (English as a Foreign Language) students involves integrating communicative methodologies, technological resources, and cultural awareness. This paper explores various approaches such as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), emphasizing their roles in fostering communicative competence and language proficiency. CLT promotes interactive learning through real-life communication activities like debates and role-plays, enhancing fluency and pragmatic skills. TBLT complements CLT by engaging students in tasks that

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Razdorskaya, N. V. "Emotional and psychological aspect of cross-cultural communication with the Japanese." Linguistics & Polyglot Studies 10, no. 2 (2024): 166–81. http://dx.doi.org/10.24833/2410-2423-2024-2-39-166-181.

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This article is devoted to the problem of developing communicative competencies to create an emotional atmosphere of communication with the Japanese based on the understanding of mentality and socio-psychological intelligence corresponding to specific goals and situations. The purpose of the article is to systematize the intra-communicative features of communication in Japanese society, the consideration and study of which are important from the point of view of regulating inter-communication at the intercultural level. The novelty of the study lies in determining the influence of the emotiona

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Gajšt, Nataša. "Business English as a Lingua Franca – A Cross-Cultural Perspective of Teaching English for Business Purposes." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 2 (2014): 77–87. http://dx.doi.org/10.4312/elope.11.2.77-87.

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In our era of globalisation, English is at the top of the languages used in international business. A vast majority of business communication in English is carried out by non-native speakers of English. In a cross-cultural exchange of information, the sender and the recipient come from different cultural backgrounds. The patterns of communication vary across the globe and non-native speakers tend to apply their native language patterns when communicating in English. This paper thus focuses on the concept of spoken communication and dimensions of culture and how they are reflected in communicat

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Nossiyeva, N. "FORMATION OF CROSS-CULTURAL COMPETENCE FOR THOSE STUDYING KAZAKH LANGUAGE AS A SECOND LANGUAGE." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 3 (September 30, 2024): 221–34. http://dx.doi.org/10.55808/1999-4214.2024-3.21.

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This scientific article is devoted to the study of the process of formation of cross-cultural competence in Kazakh language learners. In the modern Kazakh society mastering of Kazakh language becomes an urgent need, although mastering it still wants the best. For full-fledged mastery of the Kazakh language, changes in the existing methods of teaching the Kazakh language are required. It is necessary to improve the existing methods of teaching Kazakh language on the basis of a polyparadigmatic scientific paradigm based on the principles of anthropocentrism, expansionism and functionalism. Cross

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Qian, Tingting, Shikang Sha, and Sirui Wu. "Pragmatic Transfer in Second Language Acquisition in Intercultural Communication." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 117–23. http://dx.doi.org/10.54097/0jqsns16.

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Pragmatic transfer refers to the phenomenon where individuals apply the pragmatic rules and conventions of their first language to the second language during intercultural communication. Pragmatic transfer can result in communication failures, thereby affecting the effectiveness and rapport in communication. Consequently, investigating pragmatic transfer is of paramount importance for enhancing cross-cultural communicative competence and instructional quality. Previous research has predominantly focused on the definition, types, causes, influencing factors, and evaluation methods of pragmatic

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Zhou, Mei, and Qiongjing Zheng. "The Cultivation of Cross-cultural Communicative Competence in Business English Teaching." Creativity and Innovation 5, no. 1 (2021): 81–85. http://dx.doi.org/10.47297/wspciwsp2516-252715.20210501.

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