Developing Students’ Intercultural Communicative Competence in Foreign Language Classroom

Abstract

Current social and economic changes have significantly influenced the tourism industry worldwide turning it into a diversified sphere of activity aimed at servicing tourists and meeting their needs. As tourist travels continue to grow throughout the world, they cause extensive cross-cultural contacts between different language and cultural groups. Thus, higher educational establishments of tourism profile have an important task to train competent specialists able to interact effectively at the intercultural level. In our article, based on the experience of teaching master's degree students majoring in international tourism at Lviv Polytechnic National University, we analysed possibilities of ICC development in ESP classes by means of flipped classroom method, role plays, discussions and a special course "Cross-cultural communication in religious tourism" designed by the authors. As shown by the results of our study, the methods and resources used in our ESP classes may be particularly appropriate for the development of students' ICC because they provide the basis for intercultural communication, ensure the link between the learning and real life and thus make the development of ICC more meaningful to learners.

Gender differences in perceiving FL culture teaching: The case of Egyptian EFL pre-service teachers

“…Although the Egyptian EFL male and female pre-service teachers also positively perceived the methods of FL culture teaching, the females had higher frequency of strong agreement compared to the males. The positive perception of methods of FL culture instruction in the Egyptian FL context is compatible with the findings reported by Bahlai, et al (2019). Among the methods which the Egyptian EFL pre-service teachers strongly agreed on were audio-visual listening comprehension, authentic written materials, hands-on approach, and role plays activities.…”

“…Some Egyptian EFL pre-service teachers negatively assessed the FL culture materials. In this regard, the male and female participants varied in their strong disagreement to the assessment of FL culture materials where the males had higher frequency reported by Byram (2014) and Bahlai, et al (2019).…”

“…This section reviewed studies pertinent to the perception of EFL teachers (in-service and pre-service) and learners of FL culture teaching (Al-Amir, 2017;Hermessi, 2017;Genc, 2018;Bahlai, Machynska, Matviiv-Lozynska, Senkovych, and Voloshyn, 2019;Khouni and Boudjelal, 2019;and Bal, 2020).…”

“…Just like gender, 'years of study' and 'studying abroad experience' significantly contributed to the participants' ambiguity tolerance but not to the other two factors. Moreover, the participants' preferences for Turkish and English movies did not significantly affect any of the three tested factors Bahlai, Machynska, Matviiv-Lozynska, Senkovych, and Voloshyn (2019). examined methods of developing intercultural communicative competence of 37 ESP learners majoring in tourism.…”

A Study on the Integration of Business English Teaching and Intercultural Communication Skills Cultivation Model Based on Intelligent Algorithm

“…It is the starting point and core of cognitive structure and the basis for human beings to recognize things [26]. erefore, the formation and change of schema is the essence of knowledge development, and knowledge development is affected by the three processes of assimilation, adaptation, and balance [27]. Constructivism is a theory about knowledge and learning, emphasizing the initiative of learners, and believes that learning is a process in which learners generate meaning and construct understanding based on original knowledge and experience, and this process is often completed in social and cultural interactions.…”