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The foreign language student as an ethnographer: language games and ethnographic techniques for enhancing the development of intercultural competence through studying foreign language culture

100%
Owczarek D.
Neofilolog
|
2020
|
issue 55/2
265-283
EN
The present paper aims at finding ways to solve the problem of how to teach culture, showing the connections between culture and language, while at the same time striving to develop intercultural competence. In the author’s opinion, the ethnography of speaking is the answer. Starting with an overview of what ethnography offers to intercultural communicative competence, this paper supports the idea of implementing an approach close to the ethnography of speaking and shows how linguistic ethnography might be implemented into the study of culture in order to show the relationships between language use, cultural behavior and values. This approach rests upon the belief that the implicit knowledge applied in use of a language needs deeper analysis in order to enhance students’ symbolic competence, which in turn enhances their intercultural competence. Examples used in the analysis to justify this claim derive from material used during a course in General English, or courses of British and American Studies. The concept of language-games as proposed by Wittgenstein, who pays attention to the context of language use at the micro level, is applied. The suggestion is to position this analysis in the field of the ethnography of speaking, or linguistic ethnography, and extend the role of a student to one of a linguistic ethnographer. Ethnographic techniques implemented in the analysis of language use and its context might contribute to the development of symbolic competence as complementary to intercultural communicative competence.
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The use of Polish and Czech as a lingua receptiva in comparison with English as a lingua franca – some remarks on multilingual modes of communication with reference to CSS and ICC

100%
Steciąg M., Majdańska-Wachowicz U.
Neofilolog
|
2021
|
issue 56/2
237-257
EN
The present study aims to investigate the use of Polish and Czech as a lingua receptiva (LaRa) in comparison with English as a lingua franca (ELF) between Polish and Czech students when making semi-spontaneous dialogues. With this aim in mind, the notion of intelligibility together with communication strategies (CSs) and intercultural communicative competence (ICC) are discussed. The study is inspired by Bulatović’s et al. (2019) who investigated the effectiveness of LaRa and ELF between Croatians and Slovenes. The study investigated listening skills and showed that the mean of intelligibility was high irrespective of the mode. The study in question aims to expand prior research with reference to spoken interactions between Polish and Czech speakers. In particular, it examines the role of communication strategies and intercultural communicative competence in achieving intelligibility in two multilingual modes. The results of the study show that the level of intelligibility is high irrespective of the mode. In LaRa and ELF sessions intelligibility and negotiation strategies are determined by careful language choices, certain communication strategies, and intercultural communicative competence (intercultural attitude towards the partner and modes of communication).
3

Developing intercultural competence in an academic foreign language classroom

100%
Kusiak-Pisowacka M.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2018
|
issue 15/1
133-154
EN
This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.
PL
Artykuł jest kolejnym głosem w dyskusji dotyczącej rozwoju interkulturowej kompetencji komunikacyjnej (IKK), tym razem w kontekście kształcenia studentów filologii angielskiej. Na wstępie wyjaśnione jest pojęcie IKK w odniesieniu do modelu Byrama (1997), którego kompleksowa teoria nadal uważana jest za szczególnie przydatną w badaniach dotyczących kształtowania i oceniania tej kompetencji. Następnie przedstawiony jest krótki przegląd badań przeprowadzonych w Polsce dotyczących nauczania IKK. Główną część artykułu stanowi opis kursu, który został przeprowadzony przez autorkę artykułu w szkole wyższej. Omówione są zasady teoretyczne, główne cele kursu oraz techniki stosowane w czasie nauczania i oceniania studentów. Autorka ma nadzieję, że artykuł zachęci nauczycieli i badaczy do dalszych badań w tej interesującej dziedzinie edukacji.
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