PL EN


2013 | 23 | 1 | 72-91
Article title

K rozvoji interkulturní komunikační kompetence studentů učitelství anglického jazyka

Content
Title variants
EN
Intercultural Communicative Competence development in ELT students
Languages of publication
CS
Abstracts
EN
The aim of the paper is to introduce a research study focused on assessment of intercultural communicative competence (ICC) development in student teachers of English language for elementary schools within a study subject Intercultural Communicative Competence. The phenomenon of interculturality poses new demands not only on pedagogical practice, but on research too. In the subsequent part of the study focus lies on intercultural education, the key aim of which is defined as development of ICC. The basis for the further empirical part is to conceptualize the construct of ICC and to elaborate on its consequent didactic aspects, i.e. its development and assessment. In the empirical study we used quantitative as well as qualitative approach to data collection and analysis; data collection techniques used were a YOGA Form questionnaire and focus groups, their records were analyzed by means of content analysis. Research sample consisted of 17 student teachers of English language (15 women and 2 men; average age: 24 years). The research aim was to investigate whether the students’ ICC developed during the study subject Intercultural Communicative Competence and if yes, then in which dimensions and to what extent. The research outcomes showed development of all ICC dimensions in the students, however, to diff erent extent. Significant development was reached in the dimensions of knowledge and skills. Development within the dimensions of awareness and attitudes was also detected, however, not on a statistically significant level, yet we view even such initiation of the developmental processes as positive, especially since supporting the reflective potential of students in connection to ICC (and its initiation) also plays its crucial role. In conclusion, implications for pedagogical theory and practice are discussed on the basis of the gained research outcomes, i.e. development mainly in the dimensions of knowledge and skills.
Year
Volume
23
Issue
1
Pages
72-91
Physical description
Contributors
  • Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31, 603 00 Brno, Czech Republic
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-6696c7cd-dac2-48fc-9541-5ed482567cfa
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