Browsing by Subject "Competencia comunicativa intercultural"

Now showing 1 - 3 of 3
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    El desarrollo de la competencia intercultural en los intercambios telecolaborativos
    (2014) Vinagre Laranjeira, Margarita
    In this study, we present the findings of a three-month online collaborative project between undergraduate students of English as a Foreign Language in a Spanish university and undergraduate students of Spanish as a Foreign Language in a British university. The students worked together in small groups in a wiki space, where they used the foreign language to interact with their partners in order to improve their intercultural competence through the discussion of cultural topics and active dialogue. Data was gathered from a variety of instruments that included the wiki pages developed by the students, their associated discussion pages, and the students' answers to two questionnaires (pre-project and post-project). The qualitative analysis shows evidences or traces of all the objectives suggested by Byram (2000) for the assessment of the intercultural experience. The participants' perceptions regarding the exchange suggest that, although they thought that the exchange had not contributed to change the opinions and ideas they already had about the foreign culture, it had helped them to improve their cultural knowledge and skills.
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    La dimensión afectiva de la competencia comunicativa intercultural en la Educación Secundaria Obligatoria: escala de sensibilidad intercultural
    (Universidad de Murcia. Servicio de Publicaciones, 2006-07-01) Vilá Baños, Ruth
    To communicate as an enrichment and appreciating the cultural differences, supposes to have certain intercultural communication competence that has a special importance in secondary education. That’s why we pretend to evaluate the necessities of the students in this educational stage through intercultural sensitibity scale. This scale has been adapted at cultural linguistic level, as well as madurative level. The results obtained in this diagnosis in Baix Llobregat, show the necessity to develop affective competences in this educational stage. Statistically significant differences between students also indicate the relevance of developing these competences for all adolescent students.
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    Intercultural teaching in the EFL classroom: the Polish context.
    (Universidad de Murcia, Servicio de Publicaciones, 2021) Sobkowiak, Paweł
    The qualitative research reported in this article investigated whether and to what extent students’ intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers’ narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/ contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students’ intercultural and critical thinking skills.