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Articles de revues sur le sujet « Intercultural communication course »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

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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Mihajlović, Nikoleta. "Business English and intercultural communication." Ekonomski signali 17, no. 2 (2022): 65–76. http://dx.doi.org/10.5937/ekonsig2202065m.

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Over the decades, English, more specifically Business English, has become a lingua franca in the business world. Intercultural communication is becoming more prevalent and essential with the ever-changing and ever-merging world economy. Adopting economic terminology is crucial in these conditions and improving communication skills for efficient and effective results is becoming imperative in the business world. English proficiency has become a matter of course, particularly in occupations such as banking, international trade, business informatics, marketing, economics, communications, business

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Havrilova, Liudmyla, Olena Beskorsa, Olena Ishutina, Halyna Kapnina, and Yana Topolnyk. "Introduction of Intercultural Communication Studies into the Curriculum of Pedagogical University." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (2021): 448–67. http://dx.doi.org/10.18662/rrem/13.3/461.

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The article presents the results of the performed research of implementing the intercultural communication studies into the future teachers’ professional training. The relevance of the research is proved by the strong need to prepare today’s youth for reaching mutual understanding and avoiding barriers in communication. The purpose of the research is to substantiate the need of introducing the intercultural communication studies into the curriculum of future teachers training for enhancing their intercultural communication competence. The analysis of the structure of the intercultural communic

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Mitrofanova, Ksenia A., Vadim Ya Krokhalev, and Oleg Yu Nuzhdin. "Teaching intercultural communication to medical undergraduate students: a pilot study." Perspectives of Science and Education 63, no. 3 (2023): 102–16. http://dx.doi.org/10.32744/pse.2023.3.6.

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Introduction. The globalization influences the education system, and medical education is not an exception. Along with general communication skills medical undergraduate students should demonstrate their competence in intercultural communication. The aim of the study was to implement an elective course “Intercultural Communication” in the Russian medical school and validate an adapted questionnaire to evaluate the effectiveness of teaching the course for the development of cultural awareness of students as a component of the intercultural competence. Materials and Methods. The course “Intercul

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Tange, Hanne. "Intercultural Alternatives - two Nordic Books on Intercultural Communication." HERMES - Journal of Language and Communication in Business 22, no. 42 (2017): 233. http://dx.doi.org/10.7146/hjlcb.v22i42.96854.

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The article compares two recent Nordic anthologies on intercultural communication. One volume, Askehave/Norlyk’s Meanings and Messages (2006) addresses the topic from a speciﬁc, business-oriented viewpoint, whereas the second collection, Dahl et al.’s Bridges of Understanding (2006) builds on a broader deﬁnition of the subject. This reﬂects on the contents, with the former relying on business as a central point of reference, while the latter highlights theoretical differences and interdisciplinarity. The review assesses the books in relation to the teaching of intercultural communication, disc

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Tippens, Dora. "Interculturalizing the Technical or Business Communications Course." Journal of Technical Writing and Communication 23, no. 4 (1993): 389–412. http://dx.doi.org/10.2190/0l80-83wf-5maa-tc8x.

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Technical or business communications courses need to be interculturalized to prepare students for effective productivity and humanity in the new global workplace. This article defines and exemplifies problems of ethnocentrism, language barriers, and cultural differences. To assist informed educators in preparing new pedagogies for meeting these challenges, strategies include out-of-class and in-class sensitizing activities, and lectures to expand knowledge of basic cultural traditions, such as those of the East and the West. Traditional assignments including letters, resumes, memos, research f

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Zou, Meixia. ""Cultural Consensus and Value Guidance" — Innovative Teaching of Integrating Ideological and Political Education into Intercultural Communication Courses." Journal of Higher Education Research 5, no. 6 (2024): 486. https://doi.org/10.32629/jher.v5i6.3158.

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With the acceleration of globalization, intercultural communication courses are faced with the challenge of effectively integrating ideological and political education (IPE) while fostering students' intercultural communication skills. This paper, centered on the theme of "cultural consensus and value guidance", explores innovative teaching practices and outcomes in integrating IPE into intercultural communication courses. The research delves into course design, teaching method optimization, and case analysis, extracting cultural connotations and value orientations within the curriculum, thus

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Wang Guénier, Amily Dongshuo. "A Multimodal Course Design for Intercultural Business Communication." Journal of Teaching in International Business 31, no. 3 (2020): 214–37. http://dx.doi.org/10.1080/08975930.2020.1831422.

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Beebe, Steven A., and Thompson Biggers. "The status of the introductory intercultural communication course." Communication Education 35, no. 1 (1986): 56–60. http://dx.doi.org/10.1080/03634528609388319.

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Ong, Sue Lyn. "Exploring Rapport Management among Culturally Diverse Students during Group Work Face-to-face Interactions: A Qualitative Study." Jurnal Komunikasi: Malaysian Journal of Communication 39, no. 4 (2023): 489–506. http://dx.doi.org/10.17576/jkmjc-2023-3904-26.

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Group work skills are commonly viewed as an important generic outcome of university for all students. Often, students working in groups for course assignments engage in potentially face-threatening interactions during discussions. The complication is compounded when students represent culturally diverse backgrounds in such intercultural communication.This study describes the rapport management that takes place during face-to-face group work interactions and examines the complex negotiation of social categories during intercultural group work interactions. This ethnographically informed qualita

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Zhang, Lejin, and Yiming Liu. "Multimodal E-Textbook Development for the Course of Intercultural Communication of National Image." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 5 (2022): 1–14. http://dx.doi.org/10.4018/ijcallt.313055.

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This study investigates e-textbook development for the course of intercultural communication of national image for English majors and learners in the context of integrating ideological and curriculum education in the Chinese mainland. Under the framework of Fairclough's three-dimensional discourse analysis and glocalization in intercultural communication, the study proposes an e-textbook development workflow involving text design, discursive database construction, and social investigation and explores the unit design strategies for the course, paying special attention to integrate ideological

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Bystray, Yelena, Elena Вaronenko, Larissa Belova, Julia Raisvich, and Tatiana Shtykova. "DETERMINANTS OF INTERCULTURAL EDUCATION." Humanities & Social Sciences Reviews 7, no. 6 (2019): 946–53. http://dx.doi.org/10.18510/hssr.2019.76141.

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Purpose of the study: The article aims to identify the determinants of intercultural education and describe their essence. Methodology: The authors used the cluster of methods: the diagnostics of cultural identity and a foreign cultural-reflexive position in communication with representatives of other cultures, the analysis of activity-related products, rapid assessment questionnaire "Tolerance index", questionnaire. The study comprised 135 students of the South Ural State Humanitarian-Pedagogical University (Chelyabinsk, Russia). Main Findings: The authors have determined typical

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Yarotskaya, Ludmila V., and Darya V. Aleynikova. "Language pedagogy perspective for lawyers' intercultural communication." Vestnik Tomskogo gosudarstvennogo universiteta, no. 482 (2023): 225–31. http://dx.doi.org/10.17223/15617793/482/23.

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Modern lawyers practising at the international level face various difficulties while communicating with their foreign colleagues. Such obstacles may have different grounds, including discrepancies in the communicators' backgrounds and world views. In order to mitigate these discrepancies, we need to provide an entirely new approach to teaching law students intercultural professional communication at master's level. The present research aims to substantiate the concept of communication-and-action-oriented needs as a culture-specific characteristic of language identity paying greater attention t

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Lawless, Brandi, and Yea-Wen Chen. "“You Have to Cry Before You Teach This Class”: Emotion With Work and Resistance in Teaching Intercultural Communication." Journal of Communication Pedagogy 2 (2019): 63–75. http://dx.doi.org/10.31446/jcp.2019.14.

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In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discuss

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Zhao, Kaichong. "A Strategic Study on the Cultivation of Intercultural Communication Competence in University English Courses." World Journal of Educational Research 12, no. 2 (2025): p121. https://doi.org/10.22158/wjer.v12n2p121.

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Under the background of deepening globalization, intercultural communicative competence has become one of the necessary core qualities for college students. College English courses have become an important way to cultivate students' language proficiency and cultural literacy, and bear the important responsibility of cultivating students' intercultural communicative competence. The purpose of this paper is to systematically analyze the current situation, challenges and strategies of cultivating intercultural communicative competence in university English courses through in-depth collection of d

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Durovic, Jelena. "Intercultural Communication and Ethnic Identity." Journal of Intercultural Communication 8, no. 1 (2008): 1–14. http://dx.doi.org/10.36923/jicc.v8i1.452.

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This study’s main objective was to identify reactions triggered when individuals partaking in an intercultural communication interaction believe that there is a discrepancy between the way they identify themselves ethnically and the way they are perceived. In addition, I examined how their reactions can influence the interactions in question.The study showed that reactions caused by perceived misconceptions of one’s ethnic identity are context-dependent. While evaluations of the counterpart’s attitude are of importance (whether it’s positive, neutral, or negative) the reactions are also influe

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Shih, Yu-Chih Doris. "Instructional Design for the Information and Communication Technology (ICT)-Assisted Intercultural Communication Course." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 132. http://dx.doi.org/10.3991/ijet.v12i06.7083.

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Today’s era of societies comprise of one coherent global village, in which learning about and understanding other cultures is crucial. Fu-Jen Catholic University (FJCU), a private university in northern Taiwan, has joined the “Global Academic Initiatives” (GAI) coordinated by East Carolina University (ECU) in USA since 2007. A course entitled Cross-Cultural Communication: Global Understanding is offered in FJCU to allow students in the English department to discuss cultural topics with students from two other countries via Information and Communication Technologies (ICTs) for authentic contact

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Yook, Eunkyong. "Teaching Intercultural Communication through Service Learning." Journal of Intercultural Communication 12, no. 1 (2012): 1–14. http://dx.doi.org/10.36923/jicc.v12i1.593.

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Interest in service learning has increased in past years because of more accumulated knowledge about its beneficial outcomes to participants and to society. The purpose of this paper is to describe one case of a service learning project with positive outcomes. Service learning was chosen as an assignment for an intercultural course at ___ University. A total of 97 responses were collected from students over two semesters. A content analysis of student reflections was conducted for themes concerning students’ perceptions of learning outcomes of the project. Five major themes emerged. The self-r

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AlTaher, Bassmah B. "The necessity of teaching Intercultural Communication in higher education." Journal of Applied Research in Higher Education 12, no. 3 (2019): 506–16. http://dx.doi.org/10.1108/jarhe-04-2019-0082.

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Purpose The purpose of this paper is to analyze how Intercultural Communication is a necessary course for students to learn how to communicate in a healthy, tolerant and respectful manner when pursuing higher education, for miscommunication can result from ethnocentric behavior when dealing with people from various cultural backgrounds. Design/methodology/approach A survey method of research was adopted and questionnaires were administered to two sets of students: those who have taken Intercultural Communications and those who have not. A total of 192 valid responses from students were receive

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NTELIOU, ELEFTHERIA, and OLGA KEHAGIA. "Intercultural perceptions among undergraduate students in English for Business and Economics courses." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (2016): 98. http://dx.doi.org/10.12681/ijltic.10345.

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<p><em>The practice of intercultural communication should be a primary goal of Language for Specific Purposes (LSP) courses in tertiary education, because, through language instruction, future professionals can become aware of intercultural differences and develop strategies to deal with them, thus equipping themselves with necessary skills for effective cross-cultural communication in a globalized work environment. In this study, the intercultural awareness of first and second year undergraduate students attending an English for Business and Economics course was examined in relati

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Yang, Ping. "Intercultural Responsiveness: Learning Languages Other Than English and Developing Intercultural Communication Competence." Languages 5, no. 2 (2020): 24. http://dx.doi.org/10.3390/languages5020024.

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This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little

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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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Deveci, Tanju, Glenda Elgamal, David Dalton, and Donald John Langille. "The development of Emirati university students' intercultural sensitivity." Learning and Teaching in Higher Education: Gulf Perspectives 18, no. 1 (2021): 62–73. http://dx.doi.org/10.1108/lthe-09-2021-0087.

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PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant

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Saatci, Elizabeth. "Problem-Based Learning in an Intercultural Business Communication Course." Journal of Business and Technical Communication 22, no. 2 (2008): 237–60. http://dx.doi.org/10.1177/1050651907311931.

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Gudykunst, William B., Stella Ting‐Toomey, and Richard L. Wiseman. "Taming the beast: Designing a course in intercultural communication." Communication Education 40, no. 3 (1991): 272–85. http://dx.doi.org/10.1080/03634529109378851.

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Shi, Yanlan. "A Blended Learning Practice of "Flipped Classroom" Mode in Intercultural Communication Course." International Journal of Information and Education Technology 12, no. 11 (2022): 1260–66. http://dx.doi.org/10.18178/ijiet.2022.12.11.1748.

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This article explores the flipped classroom models in the intercultural communication course developed by educators and students for online learning. Educators adapt to a mixed teaching method combining online and face to face teaching, creating a blended learning environment. Due to the special features of online learning, the key to effective education lies in the focus on students rather than educators while designing the curriculum. In order to improve students' intercultural capabilities, educators use the case analysis method to help students cultivate real-life intercultural communicati

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Howard, Leigh Anne. "Connecting the World to the Word Living Newspapers and Intercultural Communication Pedagogy." Journal of Intercultural Communication 13, no. 3 (2013): 1–14. http://dx.doi.org/10.36923/jicc.v13i3.663.

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In this study, I examine a dialogical approach to intercultural communication instruction. First, I explain an intercultural communication instruction philosophy grounded in the work of critical pedagogues, the dialogical concepts of Jurgen Habermas and Martin Buber, and a performance studies praxis based on the Living Newspaper Theatre. Then, I illustrate my experience using this type of performance as a tool for critical pedagogy in the intercultural communication classroom. I conclude by sharing implications and suggestions for applying such pedagogical techniques in the intercultural commu

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Hasanah, Nurul, and Tryanti R. Abdulrahman. "E-LEARNING AND EFL TEACHERS’ INTERCULTURAL COMPETENCE: AN ANALYSIS OF BENEFITS AND CHALLENGES." Akademika 10, no. 01 (2021): 197–217. http://dx.doi.org/10.34005/akademika.v10i01.1323.

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This proposed research is aimed to find out to what extent can an online course in intercultural communication influence English language teachers’ intercultural competence and their perception of intercultural communication hence aid in the development of intercultural awareness in an expanding circle university setting. This study is a first step to hold to find out teachers’ intercultural competence after they took online course on language and culture or intercultural communication and explore their perspectives. This study used qualitative method using interview to gain the result. There

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Gao, Zhixiang, and Lixia Chi. "Research on Ideological and Political Teaching Path and Practice of Emergency Characteristics Intercultural Communication Course." Education Reform and Development 6, no. 11 (2024): 260–66. http://dx.doi.org/10.26689/erd.v6i11.8927.

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Intercultural communication is an important part of public foreign language teaching in universities and colleges in China. The main teaching goal of the course is to cultivate students’ intercultural communication skills well and to create high-quality and extroverted talents. In the course of teaching, the course ideological and political teaching based on emergency characteristics is also a key component. Based on this, this paper will study its teaching path and practice. Including emergency characteristic cross-cultural communication course thought and politics and its teaching analysis,

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Orekhova, Yelena N., and Anna G. Samokhvalova. "Dynamics of communicative difficulties of students who learn a foreign language, in situations of intercultural communication." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 72–77. http://dx.doi.org/10.34216/2073-1426-2019-25-2-72-77.

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The paper summarises the findings concerning the dynamics of intercultural communication difficulties in FL students. The author studies the concept of the communicative competence in the intercultural context, its key components and determining factors as well as describes typical communicative difficulties that hinder intercultural interaction. The study identified the frequency of the said communication difficulties in students’ communication in a foreign language at different stages of their university course.

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Benattabou, Driss. "Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness." International Journal of Language and Literary Studies 2, no. 3 (2020): 43–56. http://dx.doi.org/10.36892/ijlls.v2i3.339.

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The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be

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Garcia, Ashley, and Daniel Foster. "Looking Out the Window: Framing Different Verbal Styles." Utah Journal of Communication 3, no. 1 (2025): 96–99. https://doi.org/10.5281/zenodo.15312882.

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Taken-for-granted concepts, like low/high-context communication, direct/indirect verbal styles, and self-enhancement/humbling styles, in an intercultural communication class can present challenges for students to understand and recognize in their communication patterns. By interrupting the typical teaching and learning routines in a communication studies course by writing and analyzing poetry, it becomes possible to move students to see their internalized cultural frames while learning course concepts through this unfamiliar approach. Poetry provides students with a window through which they o

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Akmalia, Fahira, and Adesti Komalasari. "THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION COMPETENCE IN ENGLISH LANGUAGE LEARNING CONTEXT: CASE OF LITERATURE FOR YOUNGER AND OLDER CHILDREN COURSE." UC Journal: ELT, Linguistics and Literature Journal 2, no. 2 (2021): 74–95. http://dx.doi.org/10.24071/uc.v2i2.3533.

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Globalization and the advancement of technology influence people to communicate with each other. Nowadays, people in different regions and countries interact with each other and intercultural interaction happens among them. In this context, there is intercultural communication when the interaction occurs. In recent years, the emergence of the Intercultural Communication Competence (ICC) concept has entered the education field. This paper discusses the integration of ICC concepts and areas to a course in one of the private universities in Jakarta and sees how the course incorporated ICC concept

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Maharramova, Vafa. "CHARACTERİSTİC FEATURES OF İNTERCULTURAL COMMUNİCATİON." Scientific Journal of Polonia University 54, no. 5 (2022): 56–60. http://dx.doi.org/10.23856/5407.

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Intercultural communication is the interaction of carriers of different cultures. Man is not the only bearer of culture, biologists and psychologists argue that some animals (in particular, great apes) are able to develop and transmit culture. Intercultural communication (ICC) is a special section of the general theory of communication, which studies – in theoretical and practical terms – the communicative interaction of representatives of different cultures. This teaching aid is intended to acquaint students with the basics of the theory of intercultural communication as a special field of sc

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Nguyen, Hong-Thu Thi. "Challenges to the Development of Intercultural Communication Competence: A Study from the Tertiary Students' Perspectives." Journal of Social and Scientific Education 2, no. 1 (2025): 22–23. https://doi.org/10.58230/josse.v2i1.292.

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This paper aims to study the challenges to the development of intercultural communication competence from the perceptions of students of the 44th course of English Language at Hanoi Law University, to point out the problems caused by the challenges, and propose some practical strategies to improve the effectiveness of intercultural communication. The study used a mixed-method approach, combining qualitative and quantitative methods. Questionnaires and interviews were the main instruments utilized to collect the quantitative and qualitative data. The results show that the participants highly ag

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Namaste, Nina, Whitney Sherman, Annie Gibson, and Ezra Spira-Cohen. "Intercultural Professional Development for Educators: Applying Intercultural Learning to Enhance Effectiveness." Frontiers: The Interdisciplinary Journal of Study Abroad 36, no. 1 (2024): 280–311. http://dx.doi.org/10.36366/frontiers.v36i1.826.

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To examine the interaction between educators’ intercultural development and students’ intercultural growth, we studied the impact of CIEE’s Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students’ intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators’ perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U’s (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, o

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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.

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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught c

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Д., В. Рязанцева. "ФОРМУВАННЯ МІЖКУЛЬТУРНОЇ НАУКОВОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ". Педагогіка та психологія, № 59 (23 квітня 2018): 212–20. https://doi.org/10.5281/zenodo.1227111.

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The peculiarities of formation of intercultural scientific competence of teachers of higher educational establishments are highlighted in the article. The Ukrainian high school needs the teaching staff of a new formation, which substantiates the relevance and timeliness of the research topic. The problems faced by teachers in today's globalized world are analyzed, the thoughts of different researchers of this problem are considered. The purpose of the article is to highlight, on the basis of studying scientific literature and analysis of own experience, the essence and ways of forming the

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Omar, Lamis Ismail, and Abdelrahman Abdalla Salih. "Enhancing Translation Students’ Intercultural Competence: Affordances of Online Transnational Collaboration." World Journal of English Language 13, no. 8 (2023): 626. http://dx.doi.org/10.5430/wjel.v13n8p626.

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Intercultural communication has evolved considerably throughout the digital era thanks to the availability and diversity of virtual communication platforms. Few research studies have explored the potential role of digital spaces in teaching translation courses. This paper reports an empirical study that explores the affordances of online transnational collaboration in reconstructing the identities of translation students. The study tested the potential of telecollaboration in teaching a course on translating literature with particular focus on translating for children. The total number of part

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Van Maele, Jan, Steven Schelkens, and Katrien Mertens. "Encounters with strangeness: Intercultural learning in an engineering course." Journal of Praxis in Higher Education 3, no. 2 (2021): 179–203. http://dx.doi.org/10.47989/kpdc129.

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This paper reports on an intervention whereby a critical approach to intercultural communication is implemented in a module for undergraduate students of engineering technology. The module centers on an encounter in which small teams engage with people and practices that represent cultural strangeness to them. A qualitative, exploratory study was carried out on how participating students perceive strangeness, on their motives for selecting their encounter, and on the insights as they reported and demonstrated them in their project reports. Students confirmed the primacy of first-hand experienc

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Zhumatayeva, Z., and S. Zhumatayeva. "Methods of Effective Use of Films in the Formation of Linguistic and Intercultural Communication Competencies." Iasaýı ýnıversıtetіnіń habarshysy 121, no. 3 (2021): 129–46. http://dx.doi.org/10.47526/habarshy.v3i121.740.

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This study presents an analysis of the theory of the development of intercultural competence and the theory of the use of films in the formation of intercultural communicative competence in teaching foreign languages, as well as approbation of the method of using films in content courses for the formation of this competence in the courses of the Kazakh language. The development of intercultural communicative competence is the development of the ability to build harmonious and productive relationships between representatives of different cultures. Intercultural competence, recognized as one of

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