Developing Students’ Intercultural Competence

Zou, Patrick X.W.; Shek-Noble, Liz

doi:10.1007/978-3-642-35548-6_107

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Some problems of intercultural competence have been examined in different countries: in Europe in general (Hoskins & Sallah, 2011), in Spain (Keshabyan-Ivanova, 2016); Croatia (Sain et al, 2017); Romania (Chiper, 2013); Latvia (Luka, 2007); Poland (Sobkowiak, 2015); Georgia (Malazonia et al, 2017); Ukraine (Aleksandrova, 2016); as well as in Australia (Zou & Shek-Noble, 2014), Canada (Dimitrov et al, 2014;García-Pérez & Rojas-Primus, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural Competence Development at Universities

Holubnycha

Костікова

Сорока

et al. 2021

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The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

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Section: Literature Reviewmentioning

confidence: 99%

Intercultural Competence Development at Universities

Holubnycha

Костікова

Сорока

et al. 2021

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“…Various aspects of intercultural competence have been explored in the scope of scholars' scientific research all over the world: in Australia (Zou, & Shek-Noble, 2014); Romania (Ciolăneanu, 2007;Chiper, 2013); Spain (Keshabyan-Ivanova, 2016); Croatia (Sain et al, 2017); Latvia (Luka, 2007); Poland (Sobkowiak, 2015); Ukraine (Aleksandrova, 2016); Georgia (Malazonia et al, 2017).…”

Section: Intercultural Competence In the Academic Practicementioning

confidence: 99%

Developing Students’ Intercultural Competence at the Tertiary Level

Holubnycha

Костікова

Leiba

et al. 2019

RREM

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The paper provides developing students' intercultural competence as an actual world problem. As a key role in this process belongs to higher education, the mentioned phenomenon is considered at English classes. The goal of the paper is to allocate the stages of developing students' intercultural competence for non-linguistic higher education. The study describes the authors' positive experience of developing students' intercultural competence for non-linguistic students at universities. During more than 15 years the authors have been observing nearly 2000 students. The methods of observation, analysis have been applied as well as the selection of the most successful ones to develop intercultural competence. The methodology and results of the work are the authors' own contribution. As a result, four stages of the process of developing students' intercultural competence are highlighted. They are based on the curriculum material logic mastering professional English. They are increasing motivation; acquiring subject-professional and cultural-specific knowledge; developing different intercultural competence skills; as well as developing some skills of independent usage in solving complex issues. The conclusion is drawn that intercultural competence facilitates the strengthening interdisciplinary relations, ensuring steady students' interest in overcoming foreign language barriers, need awareness in professional activities, tolerant attitude towards representatives of another foreign languages and cultures.

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Intercultural Education on the Theme of the Belt and Road Initiative: A Multimodality Oriented Pedagogical Design

Huang¹

2017

The Belt &Amp; Road Initiative in the Global Arena

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Developing Students’ Intercultural Competence

Cited by 3 publications

References 10 publications

Intercultural Competence Development at Universities

Intercultural Competence Development at Universities

Developing Students’ Intercultural Competence at the Tertiary Level

Intercultural Education on the Theme of the Belt and Road Initiative: A Multimodality Oriented Pedagogical Design

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