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1.
This study utilizes a structural equation modeling approach to construct a scale to measure Chinese college students’ intercultural contact and to explore the pathways from intercultural contact to intercultural competence and their significance. Through exploratory factor analysis and confirmatory factor analysis, the study conducted a series of reliability and validity analyses. The results indicate that the intercultural contact scale for Chinese college students has good reliability and validity. Moreover, a path analysis with the structural equation model was performed and reveals that the pathways of intercultural contact are beneficial for improving Chinese college students’ intercultural competence. In terms of direct contact, domestic social media is the most important, whereas for indirect contact, cultural products are relatively more important than multimedia and courses. The implications for the theoretical development of intercultural contact could be significant for scholars engaged in intercultural communication as well as for planning international education training programs. 相似文献
2.
Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed. 相似文献
3.
Following findings from previous studies, the present study further explores the relationship between sensation seeking and intercultural communicative behaviours, specifically by investigating the relationship between sensation seeking and intercultural communication competence and re-testing a model introduced in a previous study. It was hypothesised that: (1) when mediated by variables associated positively associated with intercultural communication competence, there is a positive relationship between sensation seeking and intercultural communication competence, and (2) even in the presence of variables that are positively associated with intercultural communication competence, there is a negative relationship between ethnocentrism and intercultural communication competence. Survey data were gathered from participants (N = 231) and structural equation modelling was performed. The results supported both hypotheses, as well as findings from previous studies. The implications are discussed. 相似文献
4.
We studied the interplay of intercultural competence, intercultural experiences, and creativity among Russian students from Moscow (N = 272). We expected the students from culturally diverse groups, attending the courses on cultural issues, to be more creative. We based our expectation on the idea that cultural diversity and cultural learning are associated with a higher level of intercultural competence that might contribute to students’ creativity. We measured the intercultural experiences by cultural diversity of study groups (a number of foreign students in the groups and the intensity of friendly contacts with them) and by cultural learning (a number of culture-related courses that students attended). We measured creativity by the “Many Instances Game” from the Runco Creativity Assessment Battery (rCAB). We measured intercultural competence by the adapted scale of Fantini and Tirmizi. We discovered positive associations of intercultural experiences in the university with students’ creativity. Such components of intercultural competence as attitudes and skills (the adaptability of behavior), played an important role in the students’ creativity. The attitudes were positive and the skills were negative, related to the creativity. We also revealed that these two components of intercultural competence mediated the relationship between the intercultural experiences and creativity of students. Based on the results, we discussed the factors of the educational environment which may enhance or prohibit creativity. 相似文献
5.
Benjamin James Lough 《Int J Intercult Relat》2011,35(4):452-464
Although international volunteer sending organizations vary greatly, nearly all claim that volunteering will increase intercultural competence. Various theories of intercultural learning suggest, however, that cultural contact will only improve a volunteer's intercultural competence under certain conditions. The study collects self-reported responses from 291 volunteers who served in one of two service models that differ on multiple characteristics. This study isolates four key characteristics and employs a moderated multiple regression to test how these variations affect volunteers’ perceptions of intercultural competence. Findings suggest that that service duration, cultural immersion, guided reflection, and contact reciprocity are all positively associated with intercultural competence. In addition, guided reflection appears to moderate the relationship between duration and intercultural competence. This study responds to the need for research on the effects of international volunteering across institutional models. 相似文献
6.
《Journal of Intercultural Communication Research》2013,42(2):69-79
There is a recent body of research that draws a connection between sensation seeking and intercultural communication. In the present study, the relationship between sensation seeking and variables that contribute to intercultural communication competence are explored in the context of the Integrated Model of Intercultural Communication Competence. Four hypotheses were proposed. Results from structural equation modeling supported two of the proposed hypotheses. Though there was no direct relationship between sensation seeking and ICC, the results supported previous findings that sensation seeking has a positive relationship with ICC in the presence of mediating variables. The implications of the findings are discussed. 相似文献
7.
Intercultural competence is an important skill for K-12 educators to effectively teach a demographically changing population of young people. This paper builds on research that uses the Intercultural Development Inventory to assess change in intercultural competence among K-12 educators. This study aims to understand the extent of change in educators’ intercultural competence in an urban district that has implemented an intercultural initiative based on Bennett's Developmental Model of Intercultural Sensitivity. Analysis of pre- and post-test data from the Intercultural Development Inventory (IDI) revealed a significant, and medium effect size, positive change in IDI overall development scores. The data also reveal that behavioral adaptation changed significantly and to a greater extent than cognitive adaptation. The study's findings suggest that intercultural competence can be developed through district and school-based professional development programs, in which the DMIS and the IDI serve as a process model to guide intercultural development. Given the variance in the change in teachers’ intercultural competence, school leaders and trainers should be careful to provide developmentally appropriate training that supports teachers’ learning. 相似文献
8.
Intercultural competence (IC) is a key competence in individuals’ life. Educational programs carried out to date have been motivated by the presence of culturally diverse students. This situation calls for programs to be implemented in low cultural diversity contexts, considering its repercussion on all students.This study aimed to explore the impact of a Sport Education Model (SEM)-based program about games from around the world on seventh-grade students’ intercultural competence and friendship goals. A quasi-experimental control group design (pre-test, post-test, and retention test measures) was carried out. The experimental group (EG) followed a SEM-based program (18 sessions) about games from around the world, whilst the control group (CG) was not exposed to any specific treatment, continuing with its ordinary syllabus. Data were collected from questionnaires, interviews and field notes.EG obtained significant improvements on reward, help, intercultural understanding and friendship-approach goals; whereas CG had significant diminishment on both intercultural sensitivity and understanding, as well as on friendship goals. Qualitative results conveyed: (a) an approach to new cultural realities; (b) how the teaching content led to cultural reflection; (c) how students created new relationships; (d) greater collaborative relationships; (e) how the model helped to mitigate negative behaviours; and (f) how the intervention provided students with greater opportunities for participation. Games from around the world are shown to be a suitable content for developing IC, suggesting the need for expanding evidence about possible effects of new teaching contents when conjugated with SEM. 相似文献
9.
Lingfen Zhang 《Journal of Intercultural Communication Research》2020,49(4):330-345
ABSTRACT This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education. 相似文献
10.
《Journal of Intercultural Communication Research》2013,42(2):117-137
Previous research has explored common dimensions of culture shock across groups of international students, examined factors influencing intercultural adjustment of individual sojourners, and in the meantime, suggested that communicating with same culture members is minimally helpful for intercultural adjustment. By investigating a Chinese student organization on a US campus and analyzing the qualitative data collected via multiple methods, the researcher found that (a) culture shock is contextually based; (b) a student organization can play an instrumental role in helping students to cope with culture shock and gain intercultural competence by providing social support; and (c) communicating with same culture members can help intercultural adjustment. Implications for international student orientation, study abroad programs, and community-based help programs for international students are discussed. 相似文献
11.
Intercultural knowledge development: Evidence from student interviews during short-term study abroad
The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed. 相似文献
12.
This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students’ pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed. 相似文献
13.
Tanu Kohli Bagwe 《Journal of Intercultural Communication Research》2020,49(4):346-371
ABSTRACT The importance of intercultural competence in today’s global economy is evident. Achieving intercultural competence, however, has no single formula. This study explored the variables impacting intercultural competence development. Through a systematic literature review, it identified 48 scholarly sources, 11 unique variables and two sub-variables impacting intercultural competence development. The impact of programme characteristics was found to be significant across the board, while the impact of demographic factors was harder to predict. The findings of this research inform scholars, educators and practitioners of the most effective ways to design intercultural experiences and help participants maximize their learning at home and abroad. 相似文献
14.
The purpose of the present study was to evaluate a new computer-based multimedia learning tool for intercultural sensitization that is based on synthetic cultures. The learning tool named “Culture Awareness Training” (CAT) is targeted at learners with few intercultural experiences, and its aim is to sensitize participants to cultural influences on behavior and to intercultural differences, and to enhance perspective taking. Two studies were conducted to evaluate the effectiveness of the CAT. Study 1 (N = 107) showed that participation in the CAT led to higher intercultural awareness and higher intercultural interest compared to a control group. In Study 2 (N = 46), the CAT was compared to a simulation game for intercultural sensitization. Participants were students shortly before their stay abroad. Results showed that both the CAT and the classical simulation game enhanced participants’ cultural awareness. 相似文献
15.
16.
Diler Aba 《Journal of Intercultural Communication Research》2016,45(6):487-502
The present study initially discussed the various aspects of interculturality in higher education and the value of intercultural experience for developing intercultural competence. Then, it investigated the relationship between intercultural experience and students’ progress in their studies from prep year to senior years. The findings indicate that students do not gain intercultural experiences as a natural outcome of progress in higher education. Afterward, the relationship between intercultural experience and motivation for academic mobility was researched. According to the results, having foreign friends and attending intercultural events could be taken as predictors of lenience towards student exchange programs. Finally, the motivating and deterring factors of academic mobility for the participants were determined, and suggestions for future research were made. Participants were 207 students from different study years at a university in Turkey. A mixed questionnaire was employed to obtain data related to students’ intercultural experiences and their perceptions concerning the benefits and barriers of academic mobility. 相似文献
17.
《Journal of Intercultural Communication Research》2013,42(4):345-368
Little research has been conducted that explores connections between the fields of intercultural communication and English-language instruction. To address this gap, we report on an intercultural communication course delivered as an integral part of a short-term professional development immersion program for English-language teachers from South Korea. Study results indicate that intercultural communication training served to enhance participants’ pragmatics awareness along with sensitivity regarding sociocultural influences on communication that they experienced in situ. After the four-week course, most of the participants expressed desire and readiness to integrate intercultural communication into their teaching in South Korea. Intercultural communication training promises to complement pragmatics instruction aiming at improving English-language learning and teaching. 相似文献
18.
Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education. 相似文献
19.
Ramiro Durán Martínez Gloria Gutiérrez Fernando Beltrán Llavador Fernando Martínez Abad 《Journal of Intercultural Communication Research》2016,45(4):338-354
Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly increased awareness, the knowledge and skills of the USAL group matched the results of NTU students and, whereas the scores of the attitude dimension towards the host country of NTU students did not increase significantly, those of USAL students decreased. 相似文献
20.
This paper examines early aspects of intercultural learning among pre-service teachers from Japan and the United States during a short-term international exchange program. Using insights from Taylor's (1994) theory of intercultural development, the research uses qualitative methodology to describe experiences of cultural disequilibrium and various responses to disequilibrium by participants in the exchange. Findings suggest a range of related sources of cultural disequilibrium across culture groups. Eight strategic responses to disequilibrium are identified, and implications for early engagements with cultural difference for beginning teachers are discussed. The research seeks to clarify the role that short term immersion experiences can play in the understanding and development of early intercultural competence and to identify connections between such experiences and teacher education. 相似文献