Developing Intercultural Communicative Competence in Foreign Language Learning

Lim, Hye-Yeon; Griffith, W. I.

doi:10.13189/sa.2016.041110

Cited by 7 publications

(7 citation statements)

References 17 publications

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“…Concerning the books analysed, on the other hand, he reports that they contained a little and unimportant amount of opportunities for learners to operate their CT skills systematically. In a similar way, in their study, Lim and Griffith (2016) present the design of language learning activities to develop ICC with the use of Interagency Language Roundtable (ILR) skills. The sample activities presented target cultural objectives and CT skills enabling teachers to recycle information and support their students' present gains.…”

Section: Findings and Discussionmentioning

confidence: 99%

Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

Esen¹

2021

IJELT

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We all live in a globalised world today, and even the smallest interactions taking place in our daily lives can now take place in a global level thanks to the advancements in telecommunication facilities. To keep up with these intercultural interactions, whether virtually or in real life, people now need some abilities for effective communication and cooperation, and 21st Century Skills are a way to address this need. Among these skills, critical thinking – clear and rational thinking, might be a helpful way of approaching issues arising from intercultural communication and guiding learners in developing their intercultural communication and interaction skills. Both of these competences are used in the area of teaching English as a Foreign Language (EFL), in textbooks, materials, and assessment tools. This article review aims at scanning the literature to find traces of different uses of the skill of critical thinking and intercultural competence in the EFL context to tackle issues resulting from intercultural communication or develop language learners’ intercultural competence. The study also intends to classify these uses by analysing similar patterns in the studies investigated. The review explores 14 studies discussing these two competences in the EFL context and determines three distinct approaches by the researchers.

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Section: Findings and Discussionmentioning

confidence: 99%

Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

Esen¹

2021

IJELT

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“…Then, they classified together and he also gave another name from another country that could help students to understand well about the difference. Lim and Griffith (2016) states that naming practices and conventions in the target language (TL) country can help the students understand word order of names, correctly identify family names, given names where relevant. As well, T2 taught "collocation", the collection of the words that have different meaning from the formed words, for example "work for" and 'work as".…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Practices about Intercultural Communicative Competence in Teaching English Language

Fajriyah¹,

Lestari²,

Aswandi³

2020

IJELS

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Intercultural communicative competence (ICC) becomes essential part in the language curriculum because it brings meaningful and communicative concept in English language teaching. The important elements of ICC that should be recognized by teachers are knowledge, attitudes, skill of interpreting and relating, skill of discovery and interaction, and cultural awareness when they teach English in their classroom. To find ICC mindfulness among teachers, this study investigated teachers' practices about ICC in teaching English language. Qualitative method was employed in this study to obtain deeper understanding in natural setting. Thus, classroom observation and interview were used as means of collecting data. The subject of the research is two English teachers under the same foundation of one of private senior high school in Surabaya, East Java, Indonesia. The result of this study indicated both teachers used most of components of ICC in their teaching practice. As the result, T1 used skill of interpreting and relating as the highest element found . In contrast, T2 had two highest elements in his teaching, they are knowledge and skill of interpreting and relating. In conclusion, both T1 and T2 bring ICC practice in their English classroom because they apply most of elements of intercultural communicative competence.

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“…The employment of process-product approach, according to Myles (2002) follows the same cognitive and affective learning framework for it facilitates the opportunity for knowledge building and transformation. Hence, emphasis on student-centered instruction and the teacher's role as facilitator as explained by Lim & Griffith (2016) be considered in communicative language classroom. Specifically during the productive stages, the involvement of students in the writing process; prewriting, writing the drafts, and improving the drafts, is vital to the development of positive values towards the language learning and facilitate the learning strategies of the students (Eckstein, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The Linguistic Effects of Peer Editing as a Technique in Improving Collegiate Compositions

Santos

2021

IRJE

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This study aimed to analyze the linguistic effects of peer editing in improving student’s composition. Specifically, it described the revision priorities, types and extent of revision in peer editing. 50 students from two sections of Teacher Education programs at the College of Education, Central Luzon State University were randomly selected as participants. Descriptive - inferential research method was used. Results show that nouns and verbs were edited the most, and frequent revisions were substitution and deletion, and distribution and addition for first draft and second draft respectively. Data also show the employed functions of revision were grammatical and explicature, and the size of revision was at sentence level. T-test results show that peer editing was highly significant in over-all quality and in number of words. Because of the freer atmosphere of peer editing, students were not inhibited by the impositions of corrections, hence they developed empowerment and self-efficacy.

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Developing Intercultural Communicative Competence in Foreign Language Learning

Cited by 7 publications

References 17 publications

Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

Teachers’ Practices about Intercultural Communicative Competence in Teaching English Language

The Linguistic Effects of Peer Editing as a Technique in Improving Collegiate Compositions

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