Improvisation of Real-Life Scenarios through Intercultural Competence

Autor/inn/en	Okten, Celile Eren; Griffin, Banu Ozer
Titel	Improvisation of Real-Life Scenarios through Intercultural Competence
Quelle	In: Journal of Education and Training Studies, 4 (2016) 7, S.226-234 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Intercultural Communication; Cultural Awareness; Action Research; Writing (Composition); Reflection; Task Analysis; Verbal Communication; Dialogs (Language); Models; Knowledge Level; Student Attitudes; Learning Processes; Foreign Countries; Turkish; Second Language Learning; Foreign Students; Graduate Students; Undergraduate Students; Second Language Instruction; Teaching Methods; Qualitative Research; Interviews; Turkey + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Projektforschung; Schreibübung; Aufgabenanalyse; Dialog; Dialogs; Dialogue; Dialogues; Analogiemodell; Wissensbasis; Schülerverhalten; Learning process; Lernprozess; Ausland; Türkisch; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Türkei
Abstract	This paper describes tasks based on real-life scenarios, which triggered reflective thinking, verbalization, and writing, leading to the creation of natural dialogues rather than artificial, dull monologues. One of the main aims of this approach is to engage students in a dynamic process of both learning about multicultural participants and presenting themselves. Data were collected from 30 students at a state university's Turkish and Foreign Languages Centre. Writing tasks were compiled through a classroom activity called "From Culture to Culture" (Kulturden Kulture), which invited students to conduct speaking and writing tasks while connecting their cultures with Turkish culture, utilizing intercultural competence's three components: knowledge, attitude and skill. Byram's (1997) multidimensional model of intercultural competence provided the theoretical framework for evaluation of intercultural competence expressed in students' reflective writing samples and oral presentations. Action research was conducted to promote more effective communicative styles in a multicultural classroom. Performance data were analyzed inductively, as each activity was adapted into a real-life scenario to study intercultural competence. Consequently, the real-life scenarios were categorized as knowledge, attitude and skill components in order to develop the flexibility and adaptability of the language learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01