Relevant bibliographies by topics / Intercultural speaker

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Intercultural speaker'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Intercultural speaker"

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Stadler, Stefanie Alexa. "Speaker or listener or speaker and listener." Language and Dialogue 3, no. 2 (2013): 167–85. http://dx.doi.org/10.1075/ld.3.2.02sta.

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Communication requires a considerable effort in order to facilitate and indeed reach shared understanding between interlocutors. This is even more important in intercultural communication, where our normal cues fail to function and shared background may be incomplete or altogether absent. Seeing as we can no longer rely on our usual meaning construction tools, we have to work harder than in intracultural communication to derive and deliver meaning. As a consequence, it is not sufficient to carry out the usual speaker and listener roles, in which the speaker holds a more active and the listener a more receptive participative role. Instead, both speaker and listener have to work together in a joint, collaborative and contemporaneous effort to create mutual understanding. This paper explores why there is a need in intercultural communication to fulfil a dual role relationship in the meaning creation process, how this can be achieved in intercultural discourse and how it can benefit interlocutors.
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Liddicoat, Anthony J. "Native and non-native speaker identities in interaction: Trajectories of power." Applied Linguistics Review 7, no. 4 (2016): 409–29. http://dx.doi.org/10.1515/applirev-2016-0018.

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AbstractIn intercultural interactions in which native speakers communicate with non-native speakers there is potential for asymmetries of power to shape how interaction occurs. These inequalities are not simply the result of a difference in command of the language between interlocutors but rather they relate to the social construction and performance of the identities of each participant. Using data drawn from intercultural interactions in a range of contexts, this article examines some of the ways in which the inequalities of power between native speakers and non-native speakers is an interactionally accomplished product by examining instances of intercultural interaction. Such inequalities are seen in instances of intervention in interactions that create and reaffirm the ideology of native speakers’ authority over language. The most obvious of such interventions are those in which the native speaker takes up an authoritative stance in relation to the linguistic productions of non-native speakers that emphasize the features and circumstances of their production rather than their communicative function. Such interventions may, however, occur in more covert ways. Where such interventions occur they may be ratified as legitimate activities by non-native speaker participants, and the power asymmetry is thereby co-constructed by the participant. However, such asymmetries may also be resisted by non-native speakers when they reassert their communicative intent and in so doing reframe the interaction away from inequalities.
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Lan, Shu-Wen. "Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups." SAGE Open 10, no. 3 (2020): 215824402094186. http://dx.doi.org/10.1177/2158244020941863.

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Despite increased diversity on campuses worldwide, research has documented a lack of intercultural interaction among university students. Culturally mixed groups have been found to be a promising means of promoting the rich, repeated contact necessary for intercultural interaction, but hardly any studies of local students’ perceptions of such groups have been conducted in the newly internationalized universities in Asia. Through the lens of an expanded model of investment, this study analyzes reflective journals and interviews with Taiwanese college students to examine their perceptions and experiences of culturally mixed groups. Findings indicate that the majority resisted non-native to non-native speaker intercultural interaction in these groups. This resistance was driven by their pro-standard English ideologies, traceable to the earliest stages of their English education, which promoted native-speaker models and unrealistic imagined communities of native-like speakers.
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Dynel, Marta. "A Survey of “Intercultural Pragmatics” and Its Outlook on the Gricean Philosophy of Communication." International Review of Pragmatics 6, no. 2 (2014): 307–19. http://dx.doi.org/10.1163/18773109-00602006.

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This paper critically revisits the recent volume entitled “Intercultural Pragmatics” by Istvan Kecskes in the context of the Gricean notions which offer bedrock assumptions for a number of postulates put forward by the author. Attention is paid to the Gricean view of the Cooperative Principle, the speaker’s intention and speaker meaning, as well as the status of what is said, in tandem with their conceptualisations in intercultural pragmatics.
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Fang, Fan (Gabriel). "Native-speakerism revisited: Global Englishes, ELT and intercultural communication." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 115–29. http://dx.doi.org/10.25170/ijelt.v13i2.1453.

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The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.
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Nowicka, Agnieszka. "Are differences in discourse patterns relevant for the participants of interactions in English as a lingua franca?" Investigationes Linguisticae 40 (May 31, 2019): 12–24. http://dx.doi.org/10.14746/il.2018.40.2.

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Intercultural differences in discourse patterns have been considered the most important cause of communication problems. It is less certain if these differences are relevant for talk participants in handling communication problems in intercultural interactions. The aim of the case study presented in this paper is observing if talk participants orient to intercultural differences in discourse patterns and what knowledge of these differences they have. I use ethnomethodological approach in analyzing the interaction of Polish students with their Chinese interlocutor. The interactions is an interview conducted in English as a lingua franca. I also conduct an ethnographic interview with the Polish speakers to study their knowledge concerning communication problems which appeared in their interactions with the Chinese speaker. Analyzing the ethnographic interview as interaction, I focus on the content co-construed by the interview participants.
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Abid, Nadia, and Asma Moalla. "The promotion of the good intercultural speaker through intercultural contacts in a Tunisian EFL textbook." Language and Intercultural Communication 20, no. 1 (2019): 37–49. http://dx.doi.org/10.1080/14708477.2019.1676765.

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Willems, Gerard M. M. "Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?" Toegepaste Taalwetenschap in Artikelen 57 (January 1, 1997): 119–33. http://dx.doi.org/10.1075/ttwia.57.10wil.

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By definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS. On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists. Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.
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Idris, Mas Muhammad, and Agus Widyantoro. "Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements?" Journal of English Language Teaching and Linguistics 4, no. 1 (2019): 67. http://dx.doi.org/10.21462/jeltl.v4i1.184.

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<p><em>In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.</em></p>
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TUDINI, VINCENZA. "Negotiation and Intercultural Learning in Italian Native Speaker Chat Rooms." Modern Language Journal 91, no. 4 (2007): 577–601. http://dx.doi.org/10.1111/j.1540-4781.2007.00624.x.

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Dissertations / Theses on the topic "Intercultural speaker"

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Strömbäck, Linn, and Lovisa Oldaeus. "A Native Speaker Norm Approach vs. an Intercultural Approach in the English K-3 classroom in Sweden." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33488.

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In a world that is becoming more cosmopolitan, pedagogical approaches, particularly those that focus on diversity of cultures, have become paramount. As a result, this study attempts to gain insight into what pedagogical approaches K-3 teachers in Sweden use during their English lessons, and whether these approaches are more native speaker or interculturally focused and why that is. Initially, this degree project presents an overview of previous research made on the Native Speaker norm approach and the Intercultural approach. The findings show that the Native Speaker norm approach is more commonly used than the Intercultural approach. However, as English is a language used worldwide, the teaching of it should include content relatable to non-native speakers as well. Nevertheless, the Intercultural approach is relatively new and teachers still need the training and the tools to implement it. This paper builds on the content from interviews of three K-3 teachers and one assisting principal in different parts of Sweden. The main conclusions of this study are that (I) the teachers predominantly use a Native Speaker norm approach due to tradition; (II) the teachers lack training and knowledge of how to implement an Intercultural approach and, consequently, they do not know how to use it; (III) the teaching materials provided by the schools have an impact on what approach the teachers use; (IV) the teachers’ English teaching leaves their pupils struggling in coming to terms with their own identity in a global context, as well as appreciating norms and English varieties other than that of Standard English.
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Kerr, Nicholas Brabazon. "Saved or not? speaker meaning attributed to salvation and Ukusindiswa in a church context." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2742.

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Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009.
Members of churches commonly use the English terms salvation/saved and their isiZulu equivalents insindiso/ukusindiswa. Implied meanings seem to have become attached to these terms, especially in isiZulu, which could cause miscommunication due to the attitudes of superiority of the so-called “saved ones” (abasindisiwe) and consequent antagonism amongst certain ecclesiastical groupings. The question addressed by this study was whether or not the meaning of the term to be saved and its isiZulu translation ukusindiswa, as understood by a selection of isiZulu-speaking Christians, is unambiguous. A further question was whether – should it be the case that these terms are found to be ambiguous – to be saved and its isiZulu translation ukusindiswa could be rehabilitated. Nine people from various denominational backgrounds, both lay and ordained, were interviewed in order to discover how they understood the terms in question. The interviewees were asked ten question, including questions on the influence of cultural practices on the meaning of the terms. These cultural practices were in connection with ancestors, as experienced in Zulu culture, and the influence of their understanding of the terms on the permissibility of ancestral practices. The answers given by the interviewees revealed certain trends. One of them was that, for some isiZulu speakers, the meaning of the terms included the aspect of laying aside of all contact with the ancestors. Those who understood the terms in this manner were seen by the interviewees as having an attitude of superiority and as condemning members of more traditional churches for their adherence to Zulu culture. A sociolinguistic analysis of the terms salvation/insindiso and to be saved/ukusindiswa is presented based on the interviewees’ responses. A conclusion is that the terms are often used in a biased and/or “loaded” way, which is a principal cause of miscommunication and misunderstanding. Ways of reducing this misunderstanding are proposed, including the “rehabilitation” of the terms linguistically and theologically. Greater sensitivity to different ecclesiastical cultures should be shown, involving the use of inclusive language and the exercising of the skills of intercultural communicative competence. This study reveals that the church needs to work at the issues surrounding the terms in question, the use of which can cause a breakdown in intercultural communication.
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Rodríguez, Prieto Joseba. "“…La cultura se encuentra en una constante de flujo e intercambio de ideas…”. Conciencia intercultural en aprendientes hindús y profesores nativos de español residentes en la India." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80666.

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This study aims to investigate the representations that Indian students have of Hispanic cultures and, on the other hand, to assess the degree to which native Spanish teachers give importance to the intercultural competence in teaching an L2. This research has been carried out by means of questionnaires and interviews with teachers and students of Spanish as a foreign language (SFL). The data, gathered through the questionnaires and interviews, show a clash between the Indian students´ self-stereotypes and their other-stereotypes regarding the Hispanics. The results also show a contradiction between the will and determination of the SFL teachers to incorporate "intercultural" elements in their teaching practice and the feeble extent to which they manage to do so.
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Steele, Judith A. "Researching the lived experience an expatriate English speaker in Japan : an Australian in outback Western Australia : Gaijin and Balanda /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/43335.

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Thesis (M.Sc. (Hons.))-University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Master of Science (Honours). Includes bibliographical references.
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Wang, Ying. "Chinese speakers' perceptions of their English in intercultural communication." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367398/.

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In the field of English as a Lingua Franca (ELF) research, an overarching question is why native English should be exclusively followed by all users around the world regardless of their purposes of communication and identity projection. This provides the starting point of my investigation into Chinese speakers’ perceptions of their English in intercultural communication, which is traditionally considered as ‘learner English’ due to its difference from native English. Influenced by the ELF perspective, I consider Chinese speakers’ English as both fluid and subject to Chinese speakers’ appropriation according to their purposes in engaging intercultural communication, and label it as Chinese speakers’ English as a Lingua Franca (CHELF). Four dimensions of CHELF are considered in this research: linguistic creativity, community, identity and attitude, while the empirical data focuses on CHELF users’ perceptions in order to offer an insight into their attitudes, identities, beliefs, and contextual factors related to their perceptions. The research findings illuminate contrast, complementation, uncertainty and conservation in the participants’ attitudes towards, and identities in, their use of English, and reveal an interplay between a traditional EFL perspective and the ELF perspective that underlined their attitudes and identities. The data highlights contextual factors as playing a key role in influencing, shaping and developing the participants’ perceptions of ELF. Importantly, a good understanding of the concept of ELF makes a difference in the participants’ confidence in their ELF use. The findings thus suggest the possibility of CHELF developing legitimacy, as well as the challenges involved in such a development. This study thus provides a fresh insight into Chinese speakers’ English and contributes to ELF research at large. In particular, the establishment of contextual factors to CHELF users adds to the growing evidence of the necessity of including ELF in pedagogy.
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Cheng, Winnie, and 鄭梁慧蓮. "Intercultural communication between native and non-native speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29711629.

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Cheng, Leung Wai-lin Winnie. "Intercultural communication between native and non-native speakers of English /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873287.

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Hsieh, Shin-Chieh. "(Im)politeness in email communication : how English speakers and Chinese speakers negotiate meanings and develop intercultural (mis)understandings." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/337/.

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This thesis looks at the way in which Chinese and English speakers employ (im)politeness strategies in their emails to develop intercultural understanding. From a theoretical perspective, this thesis contributes to the discussions of intercultural communication in relation to the negotiation of (im)politeness meaning. From a pedagogic perspective, the thesis reveals the potential for using email to experience culture as a process of meaning negotiation and construction and has relevance to teachers of EFL. Ethnographically-informed discourse analysis is employed to investigate discursively the negotiation of meaning in email interaction. The interplay between the computer-mediated communication, speech acts and (im)politeness are explored by using the analytical frameworks of Hymes’ ethnography of communication, Searle’s speech act theory (1969) and Brown and Levinson’s politeness theory (1987). This research shows that ‘(im)politeness’ is not a stable construct. Rather, it is constantly (re)negotiated by the interactants, who take into account the relevant contextualisation cues. It finds that the functions and (im)politeness meanings of speech acts can vary from situations to situations. In addition, this research finds that the computer-mediated paralanguages, such as emoticons and written out laughter, are also important in realising (im)politeness intent and developing intercultural understanding in emails.
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Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Yildiz, Selin. "Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2052.

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Books on the topic "Intercultural speaker"

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Dealing with problems in intercultural communication: A study of negotiation of meaning in native-nonnative speaker interaction. Tilburg University Press, 1997.

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The asylum speaker: Language in the Belgian asylum procedure. St. Jerome Pub., 2006.

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Japanese beyond words: How to walk and talk like a native speaker. Stone Bridge Press, 2000.

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Englisch als Medium der interkulturellen Kommunikation: Untersuchungen zum non-native-/non-native-speaker-Diskurs. P. Lang, 1996.

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Intercultural language activities. Cambridge University Press, 2009.

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Higurashi, Yoshiko. Current Japanese: Intercultural communication. Bonjinsha, 1987.

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Gonçalves, Kellie. Conversations of intercultural couples. Akademie Verlag, 2013.

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Taibi, Mustapha. Power and politeness between native and non-native speakers. Common Ground, 2011.

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Intercultural rhetoric in second language writing. University of Michigan Press, 2011.

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1960-, Grace Susan, ed. Intercultural advising in English-language programs. NAFSA, 1997.

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Book chapters on the topic "Intercultural speaker"

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Hoff, Hild Elisabeth. "From ‘Intercultural Speaker’ to ‘Intercultural Reader’: A Proposal to Reconceptualize Intercultural Communicative Competence Through a Focus on Literary Reading." In Intercultural Competence in Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58733-6_4.

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Abello-Contesse, Christian. "Intermittent Second-Language Intensification in the Host Culture: An Ethnographic Case Study of a Heritage Speaker in a Study-Abroad Program." In Intercultural Competence Past, Present and Future. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_3.

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Abello-Contesse, Christian. "Intermittent Second-Language Intensification in the Host Culture: An Ethnographic Case Study of a Heritage Speaker in a Study-Abroad Program." In Intercultural Competence Past, Present and Future. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_3.

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Hlavac, Jim, and Zhichang Xu. "Mediated intercultural communication involving Chinese speakers and English speakers." In Chinese–English Interpreting and Intercultural Communication. Routledge, 2020. http://dx.doi.org/10.4324/9781315618111-2.

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Fang, Fan, and Lianjiang Jiang. "Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese University Students’ Critical Language Awareness and Intercultural Literacy." In English Literacy Instruction for Chinese Speakers. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_13.

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Ramírez, Andrés, and Cristobal Salinas. "The Grammar of Neoliberalism: What Textbooks Reveal About the Education of Spanish Speakers in Mexico, Colombia, and the United States." In Intercultural Studies of Curriculum. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60897-6_9.

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Yuan, Xin. "Intercultural Speakers in Harbin: The Sociolinguistic Profile of Chinese Pidgin Russian." In Transcultural Research – Heidelberg Studies on Asia and Europe in a Global Context. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02048-8_3.

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Agafonova, Marina. "Phonetic Issue in the Process of Foreign Students Adaptation: Implementation and Perception of the Russian Word Stress by Tajik Speakers." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_32.

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Cordella, Marisa, and Hui Huang. "6. L1 and L2 Chinese, German and Spanish Speakers in Action: Stancetaking in Intergenerational and Intercultural Encounters." In Challenging the Monolingual Mindset, edited by John Hajek and Yvette Slaughter. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-009.

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Wilkinson, Jane. "From native speaker to intercultural speaker and beyond." In The Routledge Handbook of Language and Intercultural Communication. Routledge, 2020. http://dx.doi.org/10.4324/9781003036210-22.

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Conference papers on the topic "Intercultural speaker"

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Abdullah, Nur Nabilah, and Rafidah Sahar. "Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-3.

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Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.
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ABDUKADYROVA, T. T., and T. A. TSUTSASHVILI. "THE ROLE OF LINGUISTIC ASPECT IN THE IMPLEMENTATION OF INTERCULTURAL COMMUNICATION." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-009-014.

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The purpose of this article is a scientific understanding of the methodological and theoretical problems of the linguistic aspect in intercultural communication. The importance of this article is due to the fact that the focus is on the study of linguistic aspects that can affect communication between native speakers of different languages. The linguistic aspect is not limited to identifying semantic features of words in different languages. It also covers the comparison of various communicative situations, ways of dividing the world by language means, and the comparison of speech behavior of representatives of different cultures. The result of the research is the conclusion that the language aspect of intercultural communication should focus not on finding "equivalents", but on studying extralinguistic differences, taking into account that concepts in two different languages may differ. The "meaning" of a word is the thread that connects the language world with the world of reality for the speaker.
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Jauregi, Kristi, and Silvia Canto. "Impact of Native-Nonnative Speaker Interaction Through Video Communication and Second Life on Students' Intercultural Communicative Competence." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000043.

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Sándorová, Zuzana. "The Importance of Intercultural and Communicative Competences for Tourism Labour Market." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9389.

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The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.
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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.
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6

BAGRINTSEVA, O. B. "THE IMAGE OF "STUDENT" IN THE CONSCIOUS OF THE ENGLISH LANGUAGE SPEAKERS." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-019-023.

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In the given paper the definite analysis of the lexical unit “student” is made. The data, taken from the analysis, allowed to define the basic characteristics of the image “student” in the conscious of the English language speakers. Further these characteristics will be put in the further construction of the image “student” in the different types of the English language discourse.
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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.

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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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