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Littérature scientifique sur le sujet « Intercultural communication course »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Intercultural communication course"

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Webb, Nathan, and Mary Vaughn. "Teaching the Communication Course: Intercultural Communication." Journal of Communication Pedagogy 2 (2019): 53–57. http://dx.doi.org/10.31446/jcp.2019.12.

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Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

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Jiang, Peipei, and Xia Hou. "Development and Application of MOOC System for English Intercultural Communication Courses Using Neural Network." Scientific Programming 2022 (July 20, 2022): 1–12. http://dx.doi.org/10.1155/2022/9882113.

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Presently, many researchers are focusing on the English intercultural communication course. However, these courses face serious challenges, such as individual student variances in conventional English cross-cultural teaching, fostering students’ cross-cultural communication abilities, and enhancing teaching quality. These problems need to be solved; therefore, this paper aims to explore the development and application of the Massive open online courses (MOOCs) system in the English cross-cultural communication course based on neural networks. Firstly, the overall function modules of the MOOC s

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Waugh, Erin. "Teaching Pragmatics and Intercultural Communication Online." TESL Canada Journal 30, no. 7 (2014): 98. http://dx.doi.org/10.18806/tesl.v30i7.1154.

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English in the Workplace (EWP) programs are increasingly surfacing across Can- ada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Cana- dian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence—the ability to adap

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Tuncel, İbrahim, and Turan Paker. "Effects of an Intercultural Communication Course in Developing Intercultural Sensitivity." International Journal of Higher Education 7, no. 6 (2018): 198. http://dx.doi.org/10.5430/ijhe.v7n6p198.

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The purpose of the study is to see whether intercultural communication, an elective course, taught through case analyses in the department of English language teaching is effective on the level of students’ intercultural sensitivity. For this purpose, we conducted the study based on the explanatory sequential design. The participants were senior students (teacher candidates) in English Language teaching department in Pamukkale University in Turkey. The participants were in two elective courses: intercultural communication and sociolinguistics. The data were collected through intercultural sens

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Ying, Hua. "Research on Project-Oriented Teaching of Intercultural Communication Based on Multiliteracies Pedagogy." UAI Journal of Arts, Humanities and Social Sciences (UAIJAHSS) 2, no. 5 (2025): 1–8. https://doi.org/10.5281/zenodo.15348859.

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<em>The enhancement of Chinese students’ multimodal literacy is essential for cultivating their global outlook and maintaining a Chinese perspective. Despite increasing research on the application of multiliteracies pedagogy to various language-related courses to enhance students’ multimodal literacy, few is concerned with Content and Language Integrated Learning (CLIL) courses such as intercultural communication course and addresses both pedagogical design and evaluation. In this light, this article aims to investigate project-oriented teaching of a Chinese course on intercultural

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Hsieh, Teresa Yi-jung. "Theoretical and practical considerations in the design of an intercultural communication course." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 171–91. http://dx.doi.org/10.1075/aral.00023.hsi.

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Abstract The aim of this article is to highlight theoretical and practical considerations in design of an intercultural communication course. The first part of the article considers intercultural competence, and uses Bourdieu’s notions of education to frame the design of an intercultural communication course. This is followed by discussion of general principles of intercultural course design; the concepts of backward design and constructive alignment as they relate to an intercultural communication course; and finally, the importance of including active and collaborative learning/teaching acti

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Vukić, Tijana, Marijana Zelenik, and Tatjana Welzer. "Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.

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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly t

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Luck, Susan L., and Stephanie Swartz. "The Textbook Didn’t Mention That: An Intercultural Experiential Exercise in Business Communication." Management Teaching Review 5, no. 3 (2019): 231–45. http://dx.doi.org/10.1177/2379298119841302.

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Although many global MBA programs teach intercultural communication, what happens when the method for teaching that concept becomes mostly experiential? To answer that question, the authors took two very similar classes, both composed of working adults, a Business Communications course in Germany and a Managerial Communications course in the United States, and joined the students into a project that spread over several weeks and had a purposely vague deliverable. While the students believed that the policies and presentations were the most important aspect of the project, the actual aim of thi

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Sudweeks, Sandy. "An Experiential Intercultural Communication/Video Documentary Course." Communication Teacher 14, no. 1 (1999): 8–10. https://doi.org/10.1080/29945054.1999.12289988.

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Halualani, Rona Tamiko. "In/visible dimensions: framing the intercultural communication course through a critical intercultural communication framework." Intercultural Education 22, no. 1 (2011): 43–54. http://dx.doi.org/10.1080/14675986.2011.549644.

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Thèses sur le sujet "Intercultural communication course"

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Warell, Suzanne Scaffidi. "An exploration of the impact of an online MBA course on intercultural sensitivity development." [Milwaukee, Wis.] : e-Publications@Marquette, 2009. http://epublications.marquette.edu/dissertations_mu/14.

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Harrison, David B. "Experiential learning modules for developing intercultural competency skills a short-term course for new missionaries from Asia /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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McMartin, Bruce W. "Communicating the God of the Bible in the high power distance Haitian context a course on the doctrine of God /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Irwin, Katherine S. "Developing interculturally competent and global citizens : an intercultural communications course for high school students /." Click here to view full text, 2007.

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Calderon, Kristen Naylor. "The impact of cross-cultural transition on intercultural relationships using a strengths-based approach." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/825.

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Cooper, Tara L. "Intercultural competency development in student success courses." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.

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Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instruct

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Podobínska, Zofia. "Une couple Polono-Tanzanien serait-il hereux?: Recherches dans le domaine de la communication interculturelle." Swahili Forum 11 (2004) S. 141-169, 2004. https://ul.qucosa.de/id/qucosa%3A11524.

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Le titre de notre article est une formulation métaphorique de la problématique qui est discutée, partant du principe qu´un des fondements d´une vie de couple harmonieuse est une bonne enente entre les partenaires.

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Podobínska, Zofia. "Une couple Polono-Tanzanien serait-il hereux?" Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91353.

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Le titre de notre article est une formulation métaphorique de la problématique qui est discutée, partant du principe qu´un des fondements d´une vie de couple harmonieuse est une bonne enente entre les partenaires.

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Geiling-Hassnaoui, Susanne. "Le potentiel interculturel de l’enseignement de la littérature en cours des langues vivantes : l’exemple de la section Abibac en France." Thesis, Reims, 2015. http://www.theses.fr/2015REIML012.

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Cette thèse traite du potentiel interculturel de la littérature en cours de langue à l'exemple de la section Abibac en France, créée en 1994 dans le contexte de la coopération franco-allemande. Permettant l'obtention simultanée du baccalauréat français et de son équivalent allemand, l'Abitur, son objectif principal est le développement de la compétence interculturelle.La première partie présente un aperçu historique de la section Abibac, l'arrière-plan conceptuel de notre recherche dans les domaines interculturel, didactique et littéraire, et nos choix méthodologiques.Dans la deuxième partie,

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Bossu, Adeline. "Système d'action agile et dispositif interculturel numérique : le cas du MOOC Pas à Pas du projet ECO." Thesis, Bordeaux 3, 2020. http://www.theses.fr/2020BOR30027.

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Cette recherche propose d’étudier, avec une approche systémique, les dynamiques organisationnelles et relationnelles de collectifs étendus et médiés dans un dispositif numérique interculturel de formation à distance, le MOOC. Elle s’appuie sur un cas unique et inédit, le MOOC PàP à Pas, du projet européen ECO (24 partenaires hétérogènes entre Allemagne, Espagne, France, Italie, Pays-Bas, Portugal et Royaume-Uni) dont l’objectif est de produire des sMOOC (social MOOC) et de former à la création de ressources éducatives numériques. Dans une perspective interdisciplinaire, cette recherche-action

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Livres sur le sujet "Intercultural communication course"

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1945-, Švob-Đokić Nada, ed. Cultural transitions in Southeastern Europe: Collection of papers from the course on Managing cultural transitions : Southeastern Europe, Dubrovnik, 9-16 May, 2004. Institute for International Relations, 2004.

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Richards, J. C. Interchange: English for international communication. Cambridge University Press, 1994.

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Richards, J. C. Interchange: English for international communication. Cambridge University Press, 1992.

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Richards, J. C. Interchange. Cambridge University Press, 1994.

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Cultural transitions in Southeastern Europe: Collection of papers from the course on Managing cultural transitions : Southeastern Europe, Dubrovnik, 9-16 May, 2004. Institute for International Relations, 2004.

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Gage, Ondine, ed. Interdisciplinary Sustainability Education. Lexington Books, 2025. https://doi.org/10.5040/9781978747746.

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This volume calls for a reevaluation of internationalization, focused on faculty and curriculum design of interdisciplinary perspectives on sustainability education. The contributing authors reflect on the transformative intercultural experiences that drove their internationalized course redesigns. The chapters provide a blueprint for interdisciplinary course designs—many of which employ Collaborative Online Intercultural Learning (COIL)—which embed intercultural experiences into their pedagogies. Building on Zhang and Gee’s (2023) theory of learning as a Design Experience, the contributors de

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Intercultural Dialogue in the Framework of European Human Rights Protection. Council of Europe, 2010.

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Richards, J. C. Interchange: English for international communication. Cambridge University Press, 1994.

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Ersch, Christina Maria, and Marion Grein, eds. Multikodalität und Digitales Lehren und Lernen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51398.

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Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be a

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Bruno, Cosima, Lucas Klein, and Chris Song, eds. The Bloomsbury Handbook of Modern Chinese Literature in Translation. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350215337.

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Offering the first systematic overview of modern and contemporary Chinese literature from a translation studies perspective, this handbook provides students, researchers and teachers with a context in which to read and appreciate the effects of linguistic and cultural transfer in Chinese literary works. Translation matters. It always has, of course, but more so when we want to reap the benefits of intercultural communication. In many universities Chinese literature in English translation is taught as if it had been written in English. As a result, students submit what they read to their own cu

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Chapitres de livres sur le sujet "Intercultural communication course"

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Halualani, Rona Tamiko. "Re-Envisioning “The Core Intercultural Communication Course” As a Critical Intercultural Communication Course." In The Routledge Handbook of Critical Interculturality in Communication and Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003513940-34.

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Pikhart, Marcel. "Critical Success Factors in Computer Aided Intercultural Business Communication Course." In Cross Reality and Data Science in Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52575-0_79.

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Van Rompay-Bartels, Ingrid, and Clinton Watkins. "How Can We Raise Global Citizens at Home: Evidence from an Intercultural Virtual Collaboration Between The Netherlands and Japan." In Sustainable Development Goals Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-76418-9_4.

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Abstract Internationalization, global citizenship, and sustainable development are key themes in modern higher education. Internationalization aims to develop intercultural competence as a component of global citizenship education to enable people from different backgrounds to work together to achieve sustainable development goals. We examine internationalization at home through an undergraduate intercultural virtual collaboration course between a business school at an applied sciences university in the Netherlands and a global business program at an international liberal arts university in Ja

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Pikhart, Marcel. "Technology Enhanced Learning Experience in Intercultural Business Communication Course: A Case Study." In Emerging Technologies for Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03580-8_5.

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Xu, Bingrui, and Shuimei Pei. "An Instructional Design of Inquiry-Based Learning for the Course of Intercultural Communication." In Proceedings of the 3rd International Conference on Language, Communication and Culture Studies (ICLCCS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-27-5_26.

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Wei, Yu. "Application of Blended Learning in the Intercultural Communication Course in English in Chinese Universities." In Engaging with Australasia: Comparative Research on ELT and English Teacher Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4038-3_7.

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Strzałka, Agnieszka. "Can Earning Academic Credits be Enjoyable? Positive Psychology in a University Course of Intercultural Communication." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_17.

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Chai, Shaoming, and Meirong Ding. "Practical Research on the Assessment of Online Collaborative English Learning – A Case Study of Blackboard-Based Course “Intercultural Communication”." In Hybrid Learning. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32018-7_7.

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SNOW, Don. "Intercultural Communication in English Courses in Asia: What Should We Teach About?" In Intercultural Communication in Asia: Education, Language and Values. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69995-0_4.

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Swanson, Debra H., and Llena H. Chavis. "Promoting Intercultural Communication and Critical Thinking: The Impact of Intergroup Dialogue (IDG) Courses at Hope College, USA." In Education Innovation Series. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2877-0_8.

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Actes de conférences sur le sujet "Intercultural communication course"

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Jankowicz-Szymańska, Agnieszka, Anna Stefanowicz-Kocoł, Marta Anna Bibro, Eliza Smoła, and Katarzyna Wódka. "IMPROVING INTERCULTURAL COMMUNICATION IN PHYSIOTHERAPY STUDENTS USING AN ONLINE COURSE EXPERIENCE FROM MOV-E PROJECT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1208.

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Jankowicz-Szymańska, Agnieszka, Anna Stefanowicz-Kocoł, Marta A. Bibro, Eliza Smoła, and Katarzyna Wódka. "MOV-E PROJECT: A CASE STUDY ON ENHANCING INTERCULTURAL COMMUNICATION SKILLS IN PHYSIOTHERAPY THROUGH AN E-LEARNING COURSE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1019.

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Millward-Sadler, Adrian. "EVALUATING STUDENTS' PERCEPTIONS OF THE EFFECTIVENESS OF A CHAT GPT-DRIVEN PERSONAL ASSISTANT FOR AN INTERCULTURAL COMMUNICATION AND LEADERSHIP COURSE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1611.

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Matysová, Kamila. "Cultural Adaptability of Students at the Faculty of International Relations of the Prague University of Economics and Business." In 25th International Joint Conference Central and Eastern Europe in the Changing Business Environment. Vydavateľstvo EKONÓM, 2025. https://doi.org/10.53465/ceecbe.2025.9788022552257.214-223.

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One of the goals of preparing university students at the Faculty of International Relations of the Prague University of Economics is to develop intercultural communication competencies and the ability to adapt to dynamically changing economic and political environments, with a special focus on cultural adaptation. To achieve these goals, elements of intercultural training are incorporated into the compulsory and elective courses, and students also have the opportunity to develop these competencies during their foreign mobilities, international internships, or field internships. This paper disc

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Zhdanova, Svetlana Nikolaevna. "INTERCULTURAL COMMUNICATIONS AS A SCIENTIFIC AND PROFESSIONAL PHENOMENON." In Сollection of articles. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-53723.

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In the course of a theoretical analysis, the concepts of “communication” and “intercultural communication” are clarified, the relevance of intercultural professional and scientific - pedagogical communications in an information society, expanding the scale of intercultural interaction of teachers, is revealed. The necessity of the development of intercultural communicative competence of the teacher as a result of the development of intercultural communications in professional - pedagogical activity is substantiated.

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Sinkus, Tatjana, and Inese Ozola. "Integrating intercultural dimension in esp course for undergraduate IT students." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf159.

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Increased interdependent relationship between nations in the modern world requires professionals to be able to communicate effectively with people of diverse cultures. It is generally acknowledged that English is the most important language of the Information and Communication Technology sphere and most IT students will need to use English at work. However, nowadays, an impressive command of the English language is incomplete in the professional IT context, developing intercultural competence is becoming a progressively vital trend. The Latvia University of Life Sciences and Technologies is no

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Raitskaya, Lilia, and Elena Tikhonova. "A University Course of Intercultural Communication: Fostering Students’ Skills and Competence." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.019.

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Cizer, Laura, and Delia Lungu. "PRACTICING INTERCULTURAL COMMUNICATIVE COMPETENCES THROUGH BLENDED LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-154.

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Practicing Intercultural Communicative Competences through Blended Learning Lecturer PhD Laura D.Cizer Associate Professor PhD Delia Natalia Alexandra Lungu Mircea cel Batran Naval Academy of Constanta Romania This aim of this paper is to present a module for practicing intercultural communicative competences that was devised within the Intermar project - a European Cooperation Project funded by the EU Commission's Lifelong Learning Programme, under Key Action 2 of the Transversal Programme - that ended in 2013 and whose major outcome was the creation of an effective "toolbox" available online

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Yan, Qing. "The Construction of Teaching System of Intercultural Communication Course for Japanese Major." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.133.

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Li, Hongbin. "Procedures of Web-based English Reading Course." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.74.

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Rapports d'organisations sur le sujet "Intercultural communication course"

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Thunø, Mette, and Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative an

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