A New Model of Intercultural Communicative Competence: Bridging Language Classrooms and Intercultural Communicative Contexts

Autor/in	Munezane, Yoko
Titel	A New Model of Intercultural Communicative Competence: Bridging Language Classrooms and Intercultural Communicative Contexts
Quelle	In: Studies in Higher Education, 46 (2021) 8, S.1664-1681 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1698537
Schlagwörter	Intercultural Communication; Communicative Competence (Languages); Student Attitudes; Second Language Learning; Second Language Instruction; Foreign Countries; Models; Teaching Methods; Individual Differences; Conflict Resolution; Ethnocentrism; Self Concept; Correlation; College Freshmen; English (Second Language); Measures (Individuals); Personality Measures; Student Motivation; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Individueller Unterschied; Conflict solving; Konfliktlösung; Konfliktregelung; Ethnozentrismus; Selbstkonzept; Korrelation; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Schulische Motivation
Abstract	This study aims to open up a new avenue for the study of intercultural communication in higher education, through exploring the structural relationships among eight individual differences factors that affect intercultural communicative competence (ICC). A group of Japanese university students participated in the study by answering a questionnaire addressing these factors. Willingness to communicate (WTC) was introduced into the ICC model for the first time to connect the field of second-language acquisition to the field of intercultural communication. "Constructive conflict resolution," was integrated for the first time into the ICC model, reflecting Hoff's [(2014). 'A Critical Discussion of Byram's Model of Intercultural Communicative Competence in the Light of Bildung Theories.' "Intercultural Education" 25 (6): 508-517. Doi:10.1080/14675986.2014.992112] argument that disagreement and conflict could potentially be beneficial situations for enlightening individuals through profound discourse between self and other. The model presented new perspectives, and the pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01