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Journal articles on the topic 'Intercultural language teaching and learning'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Raquel Díaz, Adriana. "Intercultural language teaching and learning." Language and Intercultural Communication 16, no. 1 (2015): 117–19. http://dx.doi.org/10.1080/14708477.2015.1059551.

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Busse, Vera. "Intercultural language teaching and learning." System 49 (April 2015): 158–60. http://dx.doi.org/10.1016/j.system.2014.12.004.

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Nouah, Mohamed. "Interkulturelles Lernen im DaF- Unterricht in Algerien: Zustand und Perspektiven." Traduction et Langues 17, no. 2 (2018): 18–31. http://dx.doi.org/10.52919/translang.v17i2.520.

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Intercultural learning in German Language Classroomin Algeria: Situation and perspectives Since the beginning of the 20th Century till now, teaching foreign languages has been giving a great importance to foreign languages learning and cultures. At the same time, the objective of teaching is not limited to improving oral competencies only, but to focusing also on understanding and perceiving foreign cultures by means of "intercultural learning". Intercultural learning, as a teaching-learning process, serves as a means that links between knowledge, information, foreign cultures and langua

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Soto, Sunilda, Lizeth Reyes-Ruiz, Oscar Vargas, Clara García-Cantillo, and Jorge Navarro-Obeid. "The guiding teacher and their practice in promoting coexistence." Revista Innova Educación 6, no. 1 (2024): 89–103. http://dx.doi.org/10.35622/j.rie.2024.01.006.

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This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and i

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Cubero, Karol. "Conceber uma intervenção pedagógica híbrida para apoiar a aprendizagem linguística e intercultural." Revista Innova Educación 6, no. 1 (2024): 50–70. http://dx.doi.org/10.35622/j.rie.2024.01.004.

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This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and i

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Muslimova, Ofelya Surkhayevna. "TEACHING AND LEARNING CULTURE." Annali d'Italia 67 (May 29, 2025): 49–51. https://doi.org/10.5281/zenodo.15545135.

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The author notes that teaching and learning a foreign language has a number of cultural features. In essence, the place of learning a foreign language is a place of intercultural encounter, where at least two languages in complex cultures meet, and students from different cultures can also participate in the classroom. The author emphasizes Beckmann's views on the three dimensions of intercultural communication in general foreign language teaching, namely intercultural learning, strengthening intercultural communication in the learning process, intercultural experience and, accordingly, learni

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Wang, Yvette Yitong. "Navigating Theory and Practice in Intercultural Language Teaching: Challenges Faced by a Pre-service Language Teacher in Enacting an Interpretive Perspective in Classroom Interaction." Intercultural Communication Education 6, no. 2 (2023): 53–72. http://dx.doi.org/10.29140/ice.v6n2.893.

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This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study

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Adamczak-Krysztofowicz, Sylwia, and Krystyna Mihułka. "KSZTAŁCENIE INTERKULTUROWE W DYDAKTYCE JĘZYKA NIEMIECKIEGO W POLSCE I W BADANIACH GERMANISTÓW. ANALIZA PORÓWNAWCZA WYBRANYCH DOKUMENTÓW I MATERIAŁÓW GLOTTODYDAKTYCZNYCH." Neofilolog, no. 52/2 (June 30, 2019): 281–97. http://dx.doi.org/10.14746/n.2019.52.2.6.

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This article is intended to contribute to the academic debate on inter-cultural German language teaching and the relevant research in Poland. The authors present a critical overview and analysis of selected constitu-ent aspects of intercultural education and keywords which are im-portant for the evaluation of goals and content within the framework of interculturally-oriented teaching of German in Poland. The authors also discuss the form of presentation of intercultural aspects of educa-tion in The Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of

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Yuan, Huanwei, and Aijun Li. "Study on intercultural teaching of English teaches in higher vocational colleges." SHS Web of Conferences 159 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202315901009.

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Intercultural education is one important aspect of foreign language teachings nowadays. The ultimate goal of learning a foreign language is to improve intercultural communication abilities and realize cultural communication with foreigners. English teaching in higher vocational college hasn’t payed enough attention on intercultural education. Teachers are lacking in cognition, knowledge and practice of intercultural teaching. Based on the current situation of intercultural English teaching in higher vocational education, the paper proposes that English teachers should strengthen the cognition

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Papa, Irena. "Culture and Language as Factors Related in the Process of Learning and Education." European Journal of Language and Literature 1, no. 1 (2015): 16. http://dx.doi.org/10.26417/ejls.v1i1.p16-19.

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Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and e

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Intercultural Competence in Teaching and Learning Foreign Languages." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (2018): 345–50. http://dx.doi.org/10.1515/kbo-2018-0113.

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Abstract There has been an increase in the importance of the cultural aspect in teaching and learning foreign languages, and teachers nowadays are supposed to stimulate the acquisition and development of intercultural competence in their students. Foreign language teaching and learning should be regarded from an intercultural perspective. The foreign language classes can be the link between the two cultures by which students have the opportunity to discover other values, mentalities, and facets of life. In doing this, a new vision should be taken into consideration, in which the teacher natura

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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.

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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collabor

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Javlievna, Kholiyarova Gulnora. "Developing Intercultural Competence through Language Learning in a Military Context." International Journal for Social Studies 10, no. 1 (2024): 33–39. https://doi.org/10.5281/zenodo.10656309.

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<em>The article describes issues related to developing intercultural competence through language learning in a military context. As well as, the article studies the problem of using intercultural communicative method and provides opinions of the scholars on this topic. The idea of the priority of intercultural competence in teaching foreign languages is substantiated. Teaching intercultural communication in foreign language classes for cadets has the great importance in their future professional area and this is quite relevant at the present stage. The basis of learning intercultural communica

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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.

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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communica

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Eripuddin, Eripuddin, Jufrizal Jufrizal, and Agustina Agustina. "Intercultural learning in pandemic era." Linguistics and Culture Review 6 (February 16, 2022): 498–511. http://dx.doi.org/10.21744/lingcure.v6ns2.2167.

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This study investigated the students' intercultural learning in online classes during the pandemic era. The purpose of this study was to find out the reflection of intercultural learning in the EFL language of sixth-semester students of the English Study Program at Pasir Pengaraian University. This research was descriptive qualitative. The sample of this study was 30 students. The instruments of collecting data were questionnaires and interviews. This study shows that the students' intercultural learning was reasonable. In the teaching and learning process, there was no misunderstanding about

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GEDİK BAL, Nur, and Perihan SAVAS. "Intercultural Language Teaching and Learning: Teachers’ Perspectives and Practices." Participatory Educational Research 9, no. 6 (2022): 268–85. http://dx.doi.org/10.17275/per.22.139.9.6.

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Thanks to technological advances, migration, and globalization, English has become the language of internationalization. Therefore, many schools prioritized learning English to ensure and sustain international communication. However, in order to communicate well with individuals all around the world, bestowing English language learners with intercultural competence is also required in the teaching and learning of English. In Türkiye, one of the countries that host many immigrants, the experiences of foreign language teachers regarding intercultural issues might provide many insights into inter

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Xu, Xianzong. "Theoretical Overview and Application Communicative Language Teaching, And Intercultural Language Learning/Teaching." International Journal of Education and Humanities 3, no. 2 (2022): 32–35. http://dx.doi.org/10.54097/ijeh.v3i2.612.

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This article discusses the application of communicative language teaching and intercultural language teaching in today's English classroom. Based on the author's own teaching experience, this paper studies the articles of some former scholars and summarizes some practical teaching skills and ways to improve language classrooms.

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Tsatzali, Katerina, and Eleftheria Beazidou. "Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review." European Journal of Education and Pedagogy 4, no. 3 (2023): 1–9. http://dx.doi.org/10.24018/ejedu.2023.4.3.665.

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In today’s globalised world, the development of Intercultural Communicative Competence is at the forefront of English Language Teaching, since it enhances students’ effective language learning as well as encourages them to gain a better and broader understanding not only of their own world, but also of the world around them. However, literature review on this topic is quite limited as regards early English language learning. Therefore, the aim of this systematic review is to provide insight on the teaching practices, techniques and learning activities employed by English language teachers in e

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A.O‘., Toshpo‘latov, Merkulov A.S., and Yo‘ldashev J.N. "THE ROLE OF INTERCULTURAL COMMUNICATION IN TEACHING FOREIGN LANGUAGES." Advances in Science and Environment 1, no. 01 (2025): 17–18. https://doi.org/10.70728/envire.v01.i01.006.

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This article examines the significance of intercultural communication in the teaching of foreign languages. It discusses the essential role of intercultural communication in language learning and explores how integrating cultural elements enhances the development of communicative competence.

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Bakić-Mirić, Nataša, Tamara Jevrić, and Jelena Ratković-Stevović. "Intercultural approach to English language teaching: Advantages and challenges." Zbornik radova Filozofskog fakulteta u Pristini 53, no. 2 (2023): 97–112. http://dx.doi.org/10.5937/zrffp53-33921.

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In the 21st century, teaching and learning a foreign language obviously includes teaching and learning about culture. In this regard, a new method of teaching English has emerged that is equally focused on language and culture. Teaching English through an intercultural approach actually teaches students about cultures by developing their intercultural communicative competence while at the same time developing their language skills. Although this approach to English language teaching is relatively new, this paper will analyze the basic principles of an intercultural approach to English language

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Guerriche, Amina. "Exploring students’ intercultural awareness with an intercultural approach to ELT in Algeria." Global Journal of Foreign Language Teaching 13, no. 1 (2023): 71–86. http://dx.doi.org/10.18844/gjflt.v13i1.7919.

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The recent trends in foreign language teaching influenced widely by the process of globalisation, interculturalism, and global flows are leaning towards adopting an intercultural perspective to help in developing students who are global citizens able to effectively function across diverse boundaries. Researchers call for an intercultural learning and teaching perspective that would foster and increase intercultural awareness and understanding. The present research aims to unfold whether including the cultural dimension in foreign language instruction can help in developing students’ intercultu

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Isamukhamedova, M., and Z. Tukhtabaeva. "Integrating Multimedia Technology Into Teaching Intercultural Communication." Bulletin of Science and Practice 6, no. 4 (2020): 428–33. http://dx.doi.org/10.33619/2414-2948/53/49.

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It is widely known that enhancement of the system of teaching foreign languages can be achieved by introducing progressive teaching methods as well as using modern teaching and information–communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication. Nowadays, culture is playing an important role in foreign language teaching and learning, therefore, a lot of researches have been done in this field in recent years. It has been recognized that a language is u

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Liu, Zhen. "Intercultural Communication and Foreign Language Teaching." Learning & Education 10, no. 5 (2022): 181. http://dx.doi.org/10.18282/l-e.v10i5.2728.

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In the process of globalization, cross-cultural communication has become an integral part of education, learning  and business. This paper analyzes the development of cross-cultural communication and the improvement of international  communication ability, mainly depends on the level of foreign language. In the past, cultural anthropology and ethnology were  mainly concerned with the study of issues, but recently it has attracted the attention of the public, inspiring people to think deeply  about foreign language education from the perspective of cross-cultural educati

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NEGRESCU-BABUȘ, Inna. "A paradigm change in foreign language teaching: towards an intercultural pedagogy." Dialogica 3 (December 15, 2019): 94–100. https://doi.org/10.5281/zenodo.3549754.

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It is no longer a novelty that there is a close link between language and culture, and by knowing other cultures man becomes aware of his own cultural identity. Considering the process of teaching and learning languages an intercultural dialogue, our approach aims at determining the role of the intercultural dimension in language learning. We have also pursued intercultural education as a pedagogical approach to cultural differences, a strategy that takes into account spiritual and cultural specificities. This type of education aims at developing an education for all in the spirit of recognizi

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Hatoss, Anikó. "Linguistic landscapes." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 146–70. http://dx.doi.org/10.1075/aral.00022.hat.

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Abstract Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a

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Zhang, Yuanke. "Challenges of Teaching Chinese to Speakers of Other Languages: The Perspective of Intercultural Communication." Lecture Notes in Education Psychology and Public Media 46, no. 1 (2024): 276–81. http://dx.doi.org/10.54254/2753-7048/46/20230893.

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With the increasing comprehensive national strength of China and the need for national development, the communication between China and Western English-speaking countries has been thriving. Under this trend, the field of teaching Chinese to speakers of other languages has been developing rapidly, with a large number of foreign friends showing great enthusiasm for learning Chinese. The main arguments of this paper are: 1. challenges encountered in teaching Chinese as a second foreign language; 2. Reasons for Chinese intercultural communication errors; 3. strategies of teaching Chinese as a seco

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Башлуева and Natalya Bashlueva. "The velaue of intercultural communication in foreign language teaching." Applied psychology and pedagogy 1, no. 3 (2016): 7. http://dx.doi.org/10.12737/21847.

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The article examines the close relationship of Russia´s national languages and intercultural communication, the possibility of introducing modern teaching technologies in the process of accelerating the adaptation period and the improvement of the Russian language in order to prepare future professionals and optimize the learning process. Teaching Russian as a foreign language - is learning not only and not so much phonetic, lexical and grammatical component and mastering the practice of intercultural communication, because every word reflects their world, thinking, tradition, customs and cult

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Diani, Winasti Rahma, and Sisilia Setiawati Halimi. "INTERCULTURAL ASPECTS IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE (BIPA)." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (2020): 244–54. http://dx.doi.org/10.30743/ll.v4i2.3100.

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Learners should be intercultural speakers in foreign language teaching that promotes the intercultural dimension. In mastering the intercultural competencies, students are expected to be able to position themselves based on the background of their origin cultures and the culture that they learn in intercultural situations. This study aimed to find out how teaching the intercultural competencies was implemented in the course of Indonesian as a Foreign Language (BIPA), especially at the beginner level. This study investigated the intercultural teaching through textbooks, classroom observation, c

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GOROBET, Evelina. "Internationalisation of Higher Education: Teaching and Learning Challenges in a Multicultural Classroom." Revista de studii interdisciplinare "C. Stere" 3-4 (19-20) (December 15, 2018): 156–60. https://doi.org/10.5281/zenodo.3361177.

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This article explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. It provides a picture of intercultural dimension of foreign language education and foreign language teachers‘ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners‘ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore be consid

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Hesan, Muh, Slamet Setiawan, and Ahmad Munir. "Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 72–80. http://dx.doi.org/10.15642/ijet2.2019.8.1.72-80.

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In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence

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Kriaučiūnienė, Roma, and Auksė Šiugždinienė. "Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom." Verbum 1 (February 6, 2010): 95–105. http://dx.doi.org/10.15388/verb.2010.1.4944.

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The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums

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Todea, Luminiţa. "Perspectives on Intercultural Aspects in Foreign Language Teaching and Learning." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 24 (December 31, 2024): 170–78. https://doi.org/10.37193/bs-ppm.24.17.

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Discussing the concept of intercultural communicative competence in a foreign language opens up the awareness of the existence of aspects of learning of other cultures that go beyond formal knowledge of the way the language is spoken and written. The key to working towards a prejudice-free classroom is to focus on teaching and learning in a classroom environment that can support students to learn outside their own culture in order to place themselves within a multicultural perspective. Intercultural competences are abilities to explore complex environments marked by a growing diversity of peop

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Şahin qızı Kərimbəyli, Turan. "Methods for selecting authentic texts in accordance with the language level of students while teaching German." SCIENTIFIC WORK 69, no. 08 (2021): 32–37. http://dx.doi.org/10.36719/2663-4619/69/32-37.

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Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning

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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.

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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of inte

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Zhu, Honglin. "From Intercultural Awareness to Intercultural Empathy." English Language Teaching 4, no. 1 (2011): 116. http://dx.doi.org/10.5539/elt.v4n1p116.

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This article is concerned with the incorporation of teaching culture into EFL teaching and learning, with a focus on the cultivation of culturally empathic ability for Chinese learners. The article first holds a discussion on the significance and basic concepts concerning intercultural empathy. Furthermore, it makes an attempt to analyze the barriers encountered by Chinese learners in developing culturally empathic ability. Finally, it tries to offer some suggestions and techniques.

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Chirbet, Ayunon, and I. Haloc Lysel. "How far have we gone? Integration of intercultural language learning principles in Philippine ESL classrooms." Journal of Education and Learning (EduLearn) 15, no. 1 (2021): 144–52. https://doi.org/10.11591/edulearn.v15i1.20056.

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Intercultural education is firmly rooted on the notion that language and culture are intrinsically linked. Several studies have looked into the importance of understanding different languages and cultures in language teaching; however, studies on the integration of principles intercultural language learning (IcLL) in Philippine ESL classrooms seem to be lacking. This is what the article addresses as it looked into the extent of integration of IcLL principles in two higher educational institution in Region 2, Cagayan Valley, Northern Philippines. Anchored on the principles of IcLL and through t

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Miftakh, Fauzi. "Intercultural Teaching and Learning English through Reading Skill." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 2 (2019): 27–31. http://dx.doi.org/10.35307/saltel.v1i2.12.

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In this globalization era, teaching English has to also involve intercultural aspects in order that students can develop their awareness towards the differences of the culture of the target language. The intercultural teaching and learning English can be corporated with reading skill activities as suggested by Usó-Juan & Martínez-Flor (2008). This study was a qualitative study which potrayedreading activities to assist intercultural teaching and learning English. The data were taken with observation of teaching learning in the classroom with 25 students of 2nd semester at a state universit

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Dimas, Hector Manuel Serna. "Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership." English Language Teaching 9, no. 4 (2016): 1. http://dx.doi.org/10.5539/elt.v9n4p1.

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<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC m

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Aufa, Fauzul. "STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (2017): 9. http://dx.doi.org/10.24036/ld.v7i1.7254.

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Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities th

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Orekhova, Elena N. "Intercultural communication as the basis for effective teaching of foreign languages." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (2021): 168–74. http://dx.doi.org/10.34216/2073-1426-2021-27-2-168-174.

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The article examines the role and importance of intercultural communication in the process of learning a foreign language at university. Intercultural interaction is viewed as a source of formation and development of professional and personal qualities of students, intercultural competency and interethnic tolerance, as a means of overcoming communication difficulties in situations of foreign language communication. In modern society, in the context of digitalisation, the development of informational and social networks, with the introduction of distance education, intercultural foreign languag

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Sultanova, Dilorom Bakhadirovna, and Zilola Urakovna Saidova. "INTERCULTURAL COMPETENCE IN LEARNING FOREIGN LANGUAGES." Oriental Renaissance: Innovative, educational, natural and social sciences 2, no. 27 (2022): 156–58. https://doi.org/10.5281/zenodo.7353345.

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<em>In recent years there has been a growing interest in the cultural dimension of foreign language education, and teachers today are expected to promote the acquisition of intercultural competence in their learners. Thus, the present study aims to investigate the opinions and attitudes of Turkish teachers of English on intercultural competence teaching and to see how and to what extent these opinions and attitudes are reflected in their classroom applications. Data were collected from 503 EFL teachers by means of a questionnaire. The findings have revealed that language teachers seem to be aw

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Yelahina, N. I. "SPECIFIC FEATURES OF THEORY AND PRACTICE OF TEACHING FOREIGN LANGUAGES TO STUDENTS IN GERMAN-SPEAKING COUNTRIES." Медична освіта, no. 3 (December 5, 2023): 121–26. http://dx.doi.org/10.11603/m.2414-5998.2023.3.14278.

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This research article delves into the intricacies of teaching foreign languages to students in German-speaking countries (based on a German model), uncovering the distinctive features that shape both theoretical frameworks and practical implementations. The globalized world necessitates effective language education, and within German-speaking nations, language learning holds a pivotal role due to their commitment to multilingualism and intercultural communication. This study examines the multifaceted approach to language education, which considers linguistic, cultural, and cognitive aspects. I

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Kovacevic, Vlaho, Marin Spetic, and Marko Pleslic. "Language as a social phenomenon in a global context: Implications for teaching practice." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 173–82. http://dx.doi.org/10.18844/prosoc.v5i3.3922.

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It is of great importance to study languages within the framework of social sciences. The language not only connects but also separates people, which depends on (the lack of) knowledge of the elements of language and the social context in which language is spoken. Today’s communication is largely intercultural, implying the need for a competent interaction with members of other (sub) cultures, within or outside the society in which we live. Within the present pilot study, we have analysed assessments given by Croatian university professors of languages in terms of their competence to discuss g

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Miftakh, Fauzi. "Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning." English Review: Journal of English Education 4, no. 1 (2015): 66. http://dx.doi.org/10.25134/erjee.v4i1.308.

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This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and int

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Bavieri, Luisa, and Ana Beaven. "Developing interpersonal and intercultural skills in a university language course." Language Learning in Higher Education 11, no. 1 (2021): 245–52. http://dx.doi.org/10.1515/cercles-2021-2009.

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Abstract Intercultural language learning and teaching is generally endorsed in contemporary foreign and second language classroom contexts. This article reports the use of an intercultural education activity taught in an Italian L2 elementary course at the Language Centre of the University of Bologna attended by exchange and degree-seeking students. The intercultural tasks proposed invite students to reflect on their experiences of studying and living in a different country, and encourage them to reflect on their intercultural learning objectives and on their goals for study abroad in relation

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Araujo Portugal, Juan Carlos. "Intercultural communicative competence in foreign language learning." Global Journal of Foreign Language Teaching 11, no. 4 (2021): 243–56. http://dx.doi.org/10.18844/gjflt.v11i4.6006.

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The importance of teaching both language and culture inseparably are widely acknowledged by both instructors and students. As a result, new concepts such as intercultural communicative competence have emerged. This means that this new skill has to be promoted and fostered so that students can develop it and interact with other people effectively in a more culturally diverse setting. This paper aims to analyse the role of this new competence in foreign language learning, which is characteristic of 21st-century citizens. The study, therefore, conducts a literature review. In this process, teache

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Li, Xing, Yanhong He, Haijiao Song, and Guanxi Gao. "Applying the ADDIE Model to Optimize Blended Foreign Language Teaching Practice: A Case Study of the 'Sino-Japanese Intercultural Communication' Course." Academic Journal of Management and Social Sciences 4, no. 2 (2023): 63–67. http://dx.doi.org/10.54097/ajmss.v4i2.12128.

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Based on the ADDIE model, this study explores the analysis, design, development, implementation, and evaluation processes of this teaching model in the "Sino-Japanese Intercultural Communication" course. It reveals that the blended learning model has a positive impact on enhancing language skills and meeting learner needs. This research aims to assist learners in improving their understanding of both Chinese and Japanese languages and cultures, foster intercultural communication skills, and provide valuable guidance and insights for the teaching model of the "Sino-Japanese Intercultural Commun

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Daud, Enni Akhmad, Nonny Basalama, Moon Hidayati Otoluwa, and Rahman Taufiqrianto Dako. "Intercultural Communicative Competence: A Pedagogical Critic in English Language Teaching." Al-Lisan 9, no. 2 (2024): 154–66. http://dx.doi.org/10.30603/al.v9i2.5172.

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Research about Intercultural Communicative competence with its relation to English language has been discussed among scholars. However, the discussion about how to integrate it into teaching and learning English in the classroom remains lacking exploration. This research investigated the lecturers’ ways of integrating ICC components in teaching and learning English. This research involved four lecturers of the English Education Department IAIN Sultan Amai Gorontalo which was taken purposively. The participants were the lecturers who taught receptive and productive skills. It employed a descrip

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Kustina, Kiki, M. Jafar Shodiq, Muhammad Syaifullah, and Irhas Surohman. "The Intercultural Aspect of Teaching Arabic as a Foreign Language in Indonesia." Mantiqu Tayr: Journal of Arabic Language 4, no. 1 (2024): 279–93. http://dx.doi.org/10.25217/mantiqutayr.v4i1.4086.

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The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research i

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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (

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