Developing Students’ Intercultural Competence During the Professional Oriented Course in English as a Foreign Language

Tsareva, Ekaterina; Gulnaz, Fakhretdinova; Murtazina, Elina

doi:10.1109/educon45650.2020.9125182

Cited by 13 publications

(3 citation statements)

References 5 publications

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“…The ability to identify and use a variety of strategies for contact with those from other cultures. The capacity to fulfill the role of cultural intermediary between one's own culture and the foreign culture and to deal effectively with intercultural misunderstanding and conflict situations;-the ability to overcome stereotyped relationships (Auschner, 2020;Hammer et al, 2003;Swartz, Barbosa, & Crawford, 2019;Tsareva et al, 2020).…”

Section: Literature Of Reviewmentioning

confidence: 99%

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

2021

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The globalized era together with demographic, geographical, and structural changes to English has reshaped the landscape of English language teaching (ELT) and emphasized the importance of preparing language learners for intercultural communication. It is becoming increasingly difficult to ignore the relations of language and culture. The aim of the present study was to assess intercultural factors in learning and education on Iranian EFL and Non-EFL learners in terms of their attitude, knowledge, awareness, and skill. A quantitative research method was applied with 400 high school students who were 215 EFL Learners and 185 Non-EFL Learners which included both genders in the Summer term in 2019. The convenience sampling method was used. A questionnaire (by Fantini, 1999, Brattleboro, Vermont, USA; revised, 2013) was run. It was valid because it was a standardized questionnaire and its reliability was checked via Cronbach's alpha (p < 0.000).

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Section: Literature Of Reviewmentioning

confidence: 99%

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

2021

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“…При этом активно применялись как традиционные, так и инновационные технологии обучения. Ведущим методом стал сравнительно-сопоставительный, который позволил анализировать культуру нескольких стран (Tsareva, Fakhretdinova, & Murtazina, 2020), рассматривать национальное коммуникативное поведение, выявлять особенности и сходства в различных аспектах родного, национального и иностранных языков.…”

Section: порядок проведения исследованияunclassified

Developing the Metalinguistic Competence of Engineering Students

Bogoudinova¹,

Tsareva²

2021

E&SD

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The paper discusses the socio-communicative function of the engineer’s foreign language training in which content is based on materials relating to the latest global technological advances and understanding of the essence of production culture in different countries. It discusses the structure and content of foreign language training taking into account the potential of multilingualism, technical communication and metalinguistic competence. Foreign language training contributes to the formation of linguistic, communicative and metacognitive skills. It sets out the modern international requirements in an engineering university, identifies the contradictions and features of pedagogical forms, methods and tools, and sets out the content and structure of multilingualism, technical communication and metalinguistic competence. A methodology for the implementation of foreign language training in combination with multilingualism, technical communication and metalinguistic competence is proposed and proved through the realization of group international study trips. Here, the students showed an understanding of technologies in foreign languages and a metalinguistic awareness focusing on the cultural traditions of the region and local features of production. The article argues for a conscious approach to deeper linguistic knowledge, cultures of different countries and technologies with advanced language and communications requirements in the field of science and technology, combining linguistic and engineering thinking in the human mind for a more complete understanding of the essence and content of engineering education.

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“…The way that the world is made up today leads to engineers' needing intercultural competence: "technical expertise is not sufficient for engineers today, given the complex intercultural global contexts in which they are required to work" [13]. Intercultural competence would help them "to become competitive specialists at the labor market" [14]. The need for considering intercultural competence when teaching a lingua franca, such as English or Spanish, can be related to the reality that "learners are more likely to interact with non-native speakers of different nationalities" [15].…”

Section: Introductionmentioning

confidence: 99%

Do Engineers Need Intercultural Competence?

Drobot¹

2023

Multiculturalism and Interculturalism - Managing Diversity in Cross-Cultural Environment

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The purpose of this paper is to present, from the perspective of intercultural communication, how foreign languages, and especially English, could be taught to students at the Technical University of Civil Engineering Bucharest, Romania. Starting from what they claim their expectations with respect to how foreign languages would help them in their future jobs, we could devise lessons following several aspects. Among these, the fact that English is a lingua franca, and also the language of intercultural competence at the world level, shows why most students opt to study English. Another aspect has to do with skills that can be taught during foreign language seminars. What is more, awareness of differences among cultures and cultural-specific features could also be included. Last but not least, organizational culture also matters, since in their future jobs, students will need to establish business cooperation and may also need to communicate efficiently with an international team.

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Developing Students’ Intercultural Competence During the Professional Oriented Course in English as a Foreign Language

Cited by 13 publications

References 5 publications

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

Developing the Metalinguistic Competence of Engineering Students

Do Engineers Need Intercultural Competence?

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