From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2023-12-07 DOI:10.1111/flan.12738

Jiwon Hwang, Eriko Sato, Agnes W. He

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Abstract

As the objective of language teaching is shifting from producing so-called “native-like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed-method approach with focus group interviews (n = 46) and a survey (n = 342), this study examines Chinese, Japanese, and Korean language learners' out-of-class intercultural experience and examines how interpersonal engagement and media usage are associated with the three dimensions of ICC: approach, analyze, and act. The study found that while both interpersonal interactions and media usage related to target language were positively associated with self-reported gains in all three dimensions of ICC, media use consistently had a greater effect on ICC than interpersonal interactions. The implications of these findings for language educators are discussed.

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从跨文化接触到跨文化交际能力：中文、日文和韩文案例

随着语言教学的目标从培养所谓的 "母语型 "人才转向培养能够进行跨文化交际的人才，在当今全球化和技术创新的背景下，有必要确定哪些学习资源可能与学习者跨文化交际能力（ICC）的发展有关。本研究采用焦点小组访谈（46 人）和问卷调查（342 人）的混合方法，考察了汉语、日语和韩语学习者的课外跨文化体验，并研究了人际交往和媒体使用如何与跨文化交际能力的三个维度（接近、分析和行动）相关联。研究发现，虽然与目标语言相关的人际交往和媒体使用都与自我报告的 ICC 三个维度的提高呈正相关，但媒体使用对 ICC 的影响始终大于人际交往。本文讨论了这些发现对语言教育工作者的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.