Teaching and Assessing Intercultural Communicative Competence (ICC): Experience with Student-Authored Critical Incidents

Autor/in	Liu, Kai-Li
Titel	Teaching and Assessing Intercultural Communicative Competence (ICC): Experience with Student-Authored Critical Incidents
Quelle	In: Taiwan Journal of TESOL, 18 (2021) 1, S.1-27 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Teaching Methods; Intercultural Communication; Communicative Competence (Languages); Critical Incidents Method; Student Developed Materials; Cultural Differences; Communication Problems; Cultural Awareness; Learning Processes; Nonmajors; English (Second Language); Foreign Countries; Undergraduate Students; Ethnocentrism; Student Attitudes; Stereotypes; Course Content; Personality Traits; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kultureller Unterschied; Kommunikationsbarriere; Cultural identity; Kulturelle Identität; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Ethnozentrismus; Schülerverhalten; Klischee; Kursprogramm; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	This paper examines a pedagogy of using a critical incidents-based (CI-based) method combining student-authored critical incidents, reflection, and interviews to teach and assess intercultural learning. The researcher used student-authored critical incidents as authentic cultural materials, with reflection on those incidents and interviews as assessment tools. The results generated from a thematic analysis and interviews showed this CI-based method was beneficial as a resource of valuable authentic contexts in which cross-cultural misunderstandings occur while also presenting cultural concepts to students. In addition, this CI-based method was used as a tool for reflective self-assessment, driving students to rethink and to reinterpret the situations they experienced. Some pedagogical suggestions are offered to make a contribution to teaching and research in intercultural competence pedagogy. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01