Attitudes towards Intercultural Communicative Competence of English for Specific Purposes Students

Benchmarking Intercultural Communication Competence Assessment Tools for ESP Teaching

“…This work continues in the line of a preliminary study on ICC for ESP students (Candel-Mora, 2015) from the perspective of attitudes and knowledge of intercultural communication competence, which, among other things, revealed that in addition to the traditional dimensions taken into consideration in most ICC theoretical constructs (Arasaratnam and Doerfel, 2005;Byram, 1997;Spencer-Oatey, 2014;Spitzberg and Changnon, 2009), special emphasis was made on the relevance of intercultural communication for the students' future business and professional contexts. Findings also revealed a strong association between intercultural communication and foreign language learning -some participants even pointed out intercultural communication competence as a means to learn languages-, and the need to adapt to international interactions in other languages apart from English, thus minimizing the current predominance of English as a global language.…”

“…Therefore, with the preliminary survey mentioned above in mind (Candel-Mora, 2015), the first step towards the benchmarking analysis of intercultural communication competence assessment for ESP teaching consisted in revising the bibliography on ICC assessment tools (mostly focused on the cultural component only) and then, identify the tools and instruments that make special emphasis on the professional and language components adapted to the ESP students' environment and extract the main elements of their constructs.…”

“…To do this, from the initial needs analysis mentioned above (Candel-Mora, 2015) and upon identifying that the main components have to be related to the academic and professional environment, subsequent work focuses on the compilations from the two types of sources coherent with this analysis: academic (Fantini, 2009;Han, 2012) and professional (Intercultural Training and Assessment Tools, 2015). The three sources provided a list of selected intercultural communication assessment tools that streamline the decision making process and pave the way for the conceptualization of ICC basic concepts.…”

Sınıf Öğretmenliği Programı Öğrencilerinin Barışa İlişkin Görüşleri

“…Barışın sağlanmasında eğitime önemli bir rol atfedilmiş ve uluslararası hukuk belgelerinde yerini almıştır (Bush ve Saltarelli, 2000;Candel-Mora, 2015;Clouet, 2012;Davies, 2004;Page, 2008;Petruş ve Bocoş, 2010;Smith, 2005;Tran ve Seepho, 2016). Knutzen ve Smith (2012), eğitimin barış inşasında oynayabileceği üç rolü şu şekilde tanımlamaktadır: Birincisi, eğitim, 'barışın bir getirisi' olarak işleyebilir.…”

“…Bu popülerleşmede küreselleşme ile beraber tüm ülkelerde oluşan çok kültürlü yapının da etkisi vardır. Dünyanın çeşitli yerlerinde hem öğrenci değişim programları ile hem de göçlerle oluşan çok kültürlü yapıya uyum sağlanabilmesi adına, çok kültürlü eğitim konusunda araştırmalar yapılmaya başlanmıştır (Candel-Mora, 2015;Clouet, 2012;Petruş ve Bocoş, 2010;Tran ve Seepho, 2016). Türkiye"de yapılmış araştırmalar incelendiğinde, eğitim fakültelerinde barış ile ilgili lisans düzeyinde çok fazla çalışmanın olmadığı görülmektedir (Ay ve Gökdemir, 2020;Bektaş Öztaşkın, 2014;Çengelci Kose, ve Gürdoğan Bayır, 2016;Karaman Kepenekci, 2010;Memişoğlu, 2015;Polat, 2009;Tuncel ve Balcı, 2016).…”