مطالب مرتبط با کلیدواژه
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Intercultural communication
حوزههای تخصصی:
Intercultural communication takes place when individuals influenced by different cultural communities negotiate shared meanings in interaction. As every country has its own cultural value system; consequently, nonverbal communication is different from country to country. Therefore, having knowledge about the similarities and differences of nonverbal communication in different cultures increases the possibility of being understood and reduces the risk of being misunderstood and misinterpreted by people from different cultural backgrounds. The current paper aims to investigate and compare the interpretations of nonverbal messages between the findings of Pease and Pease (2004), two prominent figures in the field of nonverbal communication in Western societies and the Iranian students of English and non-English major as an example of an Eastern society. In this study, 32 body gestures were selected from among 170 pictures used by Pease and Pease (2004) and the Iranian students’ interpretations of those body gestures were investigated. The results showed that the interpretations were significantly different across Western and Iranian students; however, there was no significant difference between English and non-English major students’ interpretations.
Integrating Culture into Teaching EFL in General Education: A Context of Vietnam(مقاله علمی وزارت علوم)
حوزههای تخصصی:
This action research study aims to test the feasibility of applying an intercultural language learning and teaching model (IcLLT) to teaching EFL in general education in Vietnam through teachers’ and students’ responses to two trial lessons. The IcLLT model of “construction”, “connection”, “interaction”, “reflection”, and “extension” is developed to foster students’ intercultural competence by invoking their engagement in social interaction and critical cultural reflection. As shown in observations and students’ evaluation sheets, the intercultural language activities in IcLLT lessons could engage the students in activating prior knowledge, comparing culture, talking about cultural issues, and participating in intercultural communication. However, they were not able to reflect on their intercultural perspectives in oral interaction as much as in their writing. In parallel, the teacher agreed that the activities requiring students’ reflection were most challenging and the other three steps of “construction”, “connection”, “interaction” could be conducted in relevance to three-stage Communicative Language Teaching (CLT) skill lessons of Pre-While-Post. The IcLLT is applicable to teach integrated skill CLT lessons with culture-specific input if intercultural objectives are added and relevant intercultural language activities with more focus on students’ intercultural interactions and critical reflection are conducted. Hence, IcLLT could be recommended as a supplementary approach to integrating culture into EFL teaching to build students’ intercultural communicative competence, which is considered a critical part of the new educational reform in general education in Vietnam
Cultural Conceptualizations in Persian Language: Implications for L2 Learning
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۴, Winter ۲۰۱۳
61 - 66
حوزههای تخصصی:
Intercultural communication is concerned with communication across cultures. Since cultures as well as languages differ from one another in significant ways, speakers conceptualize the world around them in different ways. These cultural conceptualizations form part of the collective cognition of a speech community or cultural group. This paper is an attempt to delineate some cultural schemas in Persian cultural conceptualization which are quite prevalent in Iranian culture and language which may crop up in everyday conversations. For this purpose, cultural schemas of 'maram', 'marefat', and 'gheyrat' are selected based on their frequent use in Persian language and Iranian culture. These schemas are elaborated and some implications for L2 learning are suggested.
Ethnocentrism and Investment in Learning English in Multicultural English Classrooms: A Study of Iranian Medical Students
حوزههای تخصصی:
Medical practitioners’ ethnocentric orientations and English language skills contribute to the success or failure of intercultural communication in the context of health care. The present study aims to investigate the relationship between ethnocentrism and investment in learning English in the multicultural setting of English classrooms at an Iranian medical university. To this end, 200 Iranian medical students’ levels of ethnocentrism and investment in learning English were measured. The findings of this study revealed that the participants had relatively moderate levels of ethnocentrism and investment, and there was a strong negative relationship between the two constructs. Female medical students were found to be significantly less ethnocentric than male students, but were not significantly different from them in terms of investment. These findings were explained considering several contextual factors such as the participants’ linguistic loyalty, intercultural contact, and social comfort in English classrooms. Practical implications, direction, and limitations are discussed.
Intercultural Communicative Competence of Iranian University Students Studying Abroad: exploring key components(مقاله علمی وزارت علوم)
حوزههای تخصصی:
This study was an attempt to examine the intercultural experience of Iranian university students studying abroad and explore variables influencing their success or failure in intercultural interactions. A qualitative method involving semi-structured interviews and retrospective narratives were employed in order to achieve an in-depth understanding of intercultural competence of the international university students which came to light from their reflections and interactions. The findings provided insights into three major components of intercultural communicative competence, i.e. attitude, knowledge and skill featured vigorously on students’ reflections. Most significantly, investigation of the data-set revealed several facilitating and debilitating factors contributing to intercultural encounters.
Pinpointing The Miscellaneous Causes and Reasons of Failure in Intercultural Communications from Iranian Teachers' Viewpoints(مقاله پژوهشی دانشگاه آزاد)
منبع:
The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۲, Spring & Summer ۲۰۲۳
244-268
حوزههای تخصصی:
This study sought to probe and explain the causes and sources of failure or lack of success in intercultural communication. Thus, the researchers selected one hundred (100) participants to take part in this study. 20 participants out of 100 took part in the interview session willingly. The participants were all English language teachers from Golestan province, Iran. The researchers used the ICC questionnaire and structured interview to collect the required data. To analyze the data, the researchers used the Wilcoxon Signed Ranks Test and inductive content analysis. The results revealed that miscellaneous factors could cause failure among which linguistic, cultural, and emotional factors are the most important agents in failing intercultural communications. In fact, linguistic, emotional, and cultural factors are the three macro-sources that cause failure in intercultural communications. Each of these macro-sources has its sub-sets and micro-sources such as language proficiency, sociocultural knowledge, motivation, etc. In the meantime, context and the interlocutor are other factors that affect these three macro-sources and they should be taken into account. This study is of high importance for intercultural experts, psychologists, and international students to be able to find the roots of intercultural hurdles easily and eradicate them.
Exploring ways of assessing intercultural competence: Introducing the bimodal assessment model(مقاله پژوهشی دانشگاه آزاد)
منبع:
Curriculum Research, Volume ۵, Issue ۴ , ۲۰۲۴
26 - 48
حوزههای تخصصی:
Discovering the best solution for assessing intercultural communication is a big challenge all over the world. Thus, the current paper tried to find various ways of intercultural assessment in Iran by introducing a bimodal assessment model. Therefore, the researchers selected thirty Iranian teachers through convenience sampling as the participants of the study. By using a qualitative design, the required data were collected and by using inductive content analysis, the results were analyzed. The data collected and analyzed from interviews and observation sessions revealed that Iranian teachers used a blend of traditional and communicative methods to assess intercultural issues in their classes. Portfolio assessment, performance assessment, dynamic assessment, self/peer assessment, written quizzes, dialogues, and discussion, interview, and presentation are among the methods of assessing intercultural communication in Iran’s context. This study is of high importance for language teachers because they can use the findings as tools for assessing intercultural content in their classes and for intercultural experts to introduce these assessment tools to teachers in their training courses. The bimodal assessment model as the final product of this paper could pave the way for Iranian teachers as an assessment model.