Intercultural Encounters and Their Influence on Willingness to Communicate in a Second Language Other than English

Autor/in	Tarp, Gertrud
Titel	Intercultural Encounters and Their Influence on Willingness to Communicate in a Second Language Other than English
Quelle	In: Language and Intercultural Communication, 20 (2020) 3, S.270-283 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2020.1741602
Schlagwörter	Intercultural Communication; Second Language Learning; Second Language Instruction; Foreign Countries; Global Approach; Foreign Students; Language Proficiency; Case Studies; Indo European Languages; Foreign Nationals; Language Attitudes; Socialization; Social Status; Language Usage; Cultural Awareness; Language Role; Learning Motivation; Student Attitudes; Denmark + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Globales Denken; Language skill; Language skills; Sprachkompetenz; Case study; Fallstudie; Case Study; Indoeuropäisch; Ausländer; Ausländerin; Sprachverhalten; Socialisation; Sozialisation; Sozialer Status; Sprachgebrauch; Cultural identity; Kulturelle Identität; Motivation for studies; Lernmotivation; Schülerverhalten; Dänemark
Abstract	As a consequence of accelerating globalisation there has been an emphasis on developing international students' proficiency to communicate in a foreign language. However, willingness to communicate in a foreign language other than English is an issue less discussed. This case study is an attempt to clarify expats' experience of living in Denmark and their willingness to communicate in Danish. The participants include representatives of different nationalities temporarily living as expats studying and/or working in Denmark. The findings suggest that expats' willingness to communicate in Danish is highly influenced by their position in society, level of socialization with the Danes and knowledge of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01