Language Learner/Native Speaker Interactions: Exploring Adaptability in Intercultural Encounters

Autor/in	Chamberlin-Quinlisk, Carla
Titel	Language Learner/Native Speaker Interactions: Exploring Adaptability in Intercultural Encounters
Quelle	In: Intercultural Education, 21 (2010) 4, S.365-377 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Multilingualism; Monolingualism; Surveys; Student Attitudes; Second Language Learning; Native Speakers; English (Second Language); Cultural Awareness; Intercultural Communication; Second Language Instruction; College Students; Communication Skills + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Survey; Umfrage; Befragung; Schülerverhalten; Zweitsprachenerwerb; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Fremdsprachenunterricht; Collegestudent; Kommunikationsstil
Abstract	Diversity and intercultural awareness initiatives are increasingly common at institutions of higher education in the USA. Although students recognize and appreciate the diversity of their surroundings, studies show that intercultural interactions at the social level are lacking. This study focuses on how English language learners, multilingual students, and monolingual students of English perceive themselves as able to adapt their communication styles to unfamiliar social encounters. Results of a survey on communicative adaptability (N = 1128) reveal both differences and similarities in communication styles among these three groups. Implications for intercultural education as well as language learning and teaching are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10