東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Intercultural Communicative Competence (ICC) Development : = Perceptions of College Students from a 400-Level Elective Chinese Language Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intercultural Communicative Competence (ICC) Development :/
Reminder of title:	Perceptions of College Students from a 400-Level Elective Chinese Language Course.
Author:	Hoffmann, Geoffrey Stephen.
Description:	1 online resource (252 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Foreign language instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29321396click for full text (PQDT)
ISBN:	9798841740322

Intercultural Communicative Competence (ICC) Development : = Perceptions of College Students from a 400-Level Elective Chinese Language Course.
Hoffmann, Geoffrey Stephen.

Intercultural Communicative Competence (ICC) Development :Perceptions of College Students from a 400-Level Elective Chinese Language Course. - 1 online resource (252 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--Indiana University, 2022.

Includes bibliographical references

Along with the inclusion of intercultural communicative competence (ICC) into the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness standards, there has been recent interest in the field of Chinese foreign language teaching towards integrating ICC into the course curriculum. However, many Chinese teachers still display a limited view of culture in their pedagogy and may not have enough information on how students perceive their individual development of ICC; examining perceptions of how students develop ICC helps instructors improve their implementation of ICC into the curriculum.This qualitative multiple case study of five students in a 400-level elective Chinese language course used Byram's (1997) model of intercultural communicative competence to explore how students perceive their individual development of ICC, as well as personal and pedagogical factors that contribute to those perceptions. Data collection sources included three participant reflective journals, weekly classroom observations over a semester, one focus group, and three semi-structured interviews.The findings indicated that, except for Byram's (1997) ICC model elements of "knowledge" and "attitudes," students perceive their development of the skills of critical cultural awareness (CCA), interpreting and relating (I and R), and discovery and interaction (D and I) primarily from sources outside the Chinese language classroom. Secondly, the data indicated that Chinese language teachers at ECU tend to focus on effective and culturally appropriate communication and are not adequately providing opportunities for reflection on one's own language and culture. The ability to do this kind of reflection is essential for the development of the skills of CCA, I and R, and D and I. Thirdly, according to the data, practice of the skills of critical reflection, interpretation, mediation, gathering information and real-time interaction occurred mainly in their mother tongue of English. This factor limits participants' development of ICC, since target language proficiency plays a major role in cultivation of one's ICC. (Fantini, 2014; Lopez-Rocha;2016; Byram, 2021).Fourthly, students provided examples corresponding to each of the five savoirs of Byram's (1997) model of ICC that demonstrates the potential of ICC integration in the Chinese language classroom. Finally, while most participants showed positive attitudes towards the development of ICC, their development of the discovery and interaction savoirs is being further limited by their perceived low level of Mandarin and hesitation to interact with Chinese speakers. The researcher concludes the study with practical applications for Chinese language teachers and stakeholders for implementing ICC into their curriculum and goals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841740322Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Chinese language teachingIndex Terms--Genre/Form:

542853
Electronic books.

Intercultural Communicative Competence (ICC) Development : = Perceptions of College Students from a 400-Level Elective Chinese Language Course.
LDR:04225nmm a2200373K 4500 001 2358724
005 20230824071957.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841740322
035 $a (MiAaPQ)AAI29321396
035 $a AAI29321396
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hoffmann, Geoffrey Stephen. $3 3699266
245 1 0 $a Intercultural Communicative Competence (ICC) Development : $b Perceptions of College Students from a 400-Level Elective Chinese Language Course.
264 0 $c 2022
300 $a 1 online resource (252 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Nyikos, Martha.
502 $a Thesis (Ph.D.)--Indiana University, 2022.
504 $a Includes bibliographical references
520 $a Along with the inclusion of intercultural communicative competence (ICC) into the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness standards, there has been recent interest in the field of Chinese foreign language teaching towards integrating ICC into the course curriculum. However, many Chinese teachers still display a limited view of culture in their pedagogy and may not have enough information on how students perceive their individual development of ICC; examining perceptions of how students develop ICC helps instructors improve their implementation of ICC into the curriculum.This qualitative multiple case study of five students in a 400-level elective Chinese language course used Byram's (1997) model of intercultural communicative competence to explore how students perceive their individual development of ICC, as well as personal and pedagogical factors that contribute to those perceptions. Data collection sources included three participant reflective journals, weekly classroom observations over a semester, one focus group, and three semi-structured interviews.The findings indicated that, except for Byram's (1997) ICC model elements of "knowledge" and "attitudes," students perceive their development of the skills of critical cultural awareness (CCA), interpreting and relating (I and R), and discovery and interaction (D and I) primarily from sources outside the Chinese language classroom. Secondly, the data indicated that Chinese language teachers at ECU tend to focus on effective and culturally appropriate communication and are not adequately providing opportunities for reflection on one's own language and culture. The ability to do this kind of reflection is essential for the development of the skills of CCA, I and R, and D and I. Thirdly, according to the data, practice of the skills of critical reflection, interpretation, mediation, gathering information and real-time interaction occurred mainly in their mother tongue of English. This factor limits participants' development of ICC, since target language proficiency plays a major role in cultivation of one's ICC. (Fantini, 2014; Lopez-Rocha;2016; Byram, 2021).Fourthly, students provided examples corresponding to each of the five savoirs of Byram's (1997) model of ICC that demonstrates the potential of ICC integration in the Chinese language classroom. Finally, while most participants showed positive attitudes towards the development of ICC, their development of the discovery and interaction savoirs is being further limited by their perceived low level of Mandarin and hesitation to interact with Chinese speakers. The researcher concludes the study with practical applications for Chinese language teachers and stakeholders for implementing ICC into their curriculum and goals.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Higher education. $3 641065
653 $a Chinese language teaching
653 $a intercultural communicative competence
653 $a intercultural competence
653 $a Michael Byram
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0444
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertations Abstracts International $g 84-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29321396 $z click for full text (PQDT)