Enhancing ICC through digital cross-cultural interactions
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A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
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Enhancing ICC through digital cross-cultural interactions
- 1. Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments Kristi Jauregi, Marian Schoenmakers, Rick de Graaff & Silvia Canto Utrecht University and partners
- 6. NIFLAR
- 10. EXISTENTIAL COMPETENCE SKILLS & KNOW-HOW DECLARATIVE KNOWLEDGE GENERAL COMPETENCES Values Attitudes Knowledege of the world GENERAL COMPETENCES Intercultural skills Practical skills (Common European Framework of Reference for Languages: Learning, Teaching, Assessment …… . Sociocultural kn. Intercultural awareness ABILITY TO LEARN Beliefs Personality factors Cognitive styles
- 11. PRAGMATIC COMPETENCES SOCIOLINGUISTIC COMPETENCES LINGUISTIC COMPETENCES COMMUNICATIVE LANGUAGE COMPETENCES Interaction schemata Discourse competence Functional competence Expressions of folk wisdom Dialect and accent Lexical Grammatical COMMUNICATIVE COMPETENCE Register differences Politeness conventions Linguistic markers of social relations (Common European Framework of Reference for Languages: Learning, Teaching, Assessment …… . Phonological Semantic
- 14. Research questions in NIFLAR Within the general research focus: what is the added value of implementing these environments? 1. Can videowebcommunication and virtual worlds, as tools enabling synchronous cross-cultural interaction between FLLs & NSs, contribute to the development of their ICC ? 2. Are there differences according to the environments being used? 3. Are virtual interactions through VWC and SL with NSs more conducive to ICC than traditional classroom settings? Conditions: Task, Interaction, Environment, Setting
- 30. Example interaction fragment: task 1
- 32. Meaningful fragments: task 2
- 33. Task 3 Scenarios: Participants choose 2 out of these possible scenes: - Birthday party / guests for dinner - At the bar / on the bus People and films: Preparing, filming and evaluating scenes
- 34. Task 3 Requests Greetings
- 35. Results post-questionnaires SL:The environment N=14 X: 3,64; N:14)
- 36. Results post-questionnaires: speech partner
- 38. Results post-questionnaires: learning To talk more fluently
- 43. Research questions Within the general research focus: what is the added value of implementing these environments? Work in progress 1. Can videowebcommunication and virtual worlds, as tools enabling synchronous cross-cultural interaction between FLLs & NSs, contribute to the development of their ICC? YES 2. Are there differences according to the environments being used? YES 3. Are virtual interactions through VWC and SL with NSs more conducive to ICC than traditional classroom settings? YES Conditions: Task, Interaction, Environment, Setting
Notas do Editor
- Focus on a specific target group language teachers and how new technologies might be an added value. What makes the difference; what is the impact of using ICT for language teaching; when not to use it, data on impact; etc. Maybe one can address the enormous difficulty of measuring the use and impact of ICT on learning. Focus also on the fact that it is not only about using ICT for language learning but that one learns other competences such as citizenship, intercultural awareness, etc… maybe data on this ? Please finish with some key conclusions, statements, recommendations to get the discussion going.
- er
- SL superior to other CMC insofar as it provides “ a sense of place” which makes learning and indeed socializing in a virtual world a more human experience than many other online environments (Erard 2007) >> social presence Language a resource for doing things & engaging in meaningful co-activity >> these are precisely the contexts that are difficult to create in FL classrooms. Students are cooperatively engaging in event driven scenarios.