Do đó, bài viết này nhấn mạnh sự thay đổi từ năng lực ngôn ngữ sang năng lực liên văn hóa trong dạy học ngoại ngữ, vai trò của văn hóa và năng lực giao tiếp giao văn hóa tr[r]
Trang 1Tập 183
Trang 2T¹p chÝ Khoa häc vµ C«ng nghÖ
CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ
Hoàng Thị Phương Nga - Mô hình du lịch văn học “Làng Vũ Đại ngày ấy” 3
Phạm Thị Thu Hoài, Trần Thị Thanh - Tiếng lóng trong truyện về đề tài giáo dục của Văn Thành Lê 9 Ngô Thị Thanh Nga, Phạm Thị Hồng Vân - Vài nét về các phương thức thể hiện tình vợ chồng trong văn
Nguyễn Thị Thắm, Nguyễn Minh Sơn - Ý thức đối thoại của Nguyễn Ngọc Tư với văn học truyền thống thông
Đặng Thị Thùy, Nguyễn Diệu Thương - Lô gích của các hiện tượng “phi lô gích” trong ca dao, tục ngữ
Đinh Thị Giang - Những nhân tố ảnh hưởng đến lối sống của người Việt ở đồng bằng Bắc Bộ hiện nay 33 Nguyễn Diệu Thương, Nguyễn Thị Lan Hương - Phương thức tạo hàm ý trong tiểu phẩm trào phúng 39
Nguyễn Thu Quỳnh, Vì Thị Hiền - Từ ngữ chỉ đồ gia dụng trong tiếng Thái ở tỉnh Điện Biên 45 Nguyễn Thị Thu Oanh, Hoàng Thị Mỹ Hạnh - Vị thế, vai trò cầm quyền của Đảng Cộng Sản Việt Nam giai
Đỗ Hằng Nga, Phạm Quốc Tuấn - Việc thu thuế trong làng xã qua tư liệu hương ước cải lương tỉnh Thái Nguyên 57
Lê Văn Hiếu - Hiệu quả hoạt động của mô hình “ban tuyên vận” xã, phường, thị trấn và “tổ tuyên vận” thôn, bản, tổ
Thái Hữu Linh, Nguyễn Thị Thu Hiền, Nguyễn Thị Thanh Hà - Vai trò của hậu phương Bắc Thái trong cuộc
Nguyễn Thị Hường, Nguyễn Thị Mão, Nguyễn Tuấn Anh - Nâng cao hiệu quả tổ chức các hoạt động ngoại
khoá trong dạy học môn giáo dục công dân ở các trường trung học phổ thông trên địa bàn thành phố Thái
Nguyễn Văn Dũng, Đào Ngọc Anh - Thực trạng thể chất của sinh viên không chuyên thể dục thể thao Trường
Trần Bảo Ngọc, Lê Ngọc Uyển, Bùi Thanh Thủy và cs - Thực trạng xếp loại tốt nghiệp sinh viên diện cử
tuyển ở trường Đại học Y Dược – Đại học Thái Nguyên giai đoạn 2013-2017 91 Nguyễn Thúc Cảnh - Nghiên cứu xây dựng hệ thống bài tập có nội dung thực tế trong giảng dạy cơ học cho
Hà Thị Kim Linh, Chu Thị Bích Huệ - Giáo dục kiến thức pháp luật cho phụ nữ vùng dân tộc thiểu số ở huyện
Nguyễn Thị Thanh Hồng, Nguyễn Thị Khánh Ly, Vũ Kiều Hạnh - Tăng cường sự tham gia của sinh viên
vào các hoạt động học tiếng Anh trong lớp học đông nhiều trình độ của sinh viên năm thứ nhất trường Đại học
Phạm Thị Huyền, Vũ Thị Thủy - Vận dụng phong cách nêu gương theo tư tưởng Hồ Chí Minh trong xây dựng
phong cách làm việc đối với cán bộ chủ chốt ở nước ta hiện nay 117 Đàm Quang Hưng - Thiết kế bài học khoa học lớp 4, lớp 5 theo hướng tìm tòi thực nghiệm 123 Hoàng Thị Thu Hoài - Những khó khăn trong việc dạy và học từ vựng tiếng Anh chuyên cho sinh viên chuyên
ngành điều dưỡng, trường Cao đẳng Y tế Thái Nguyên và một số giải pháp đề xuất 129
Journal of Science and Technology
183 (07)
N¨m 2018
Trang 3Nguyễn Lan Hương, Văn Thị Quỳnh Hoa - Những nhân tố ảnh hưởng đến khả năng nói tiếng Anh của sinh
viên năm thứ nhất trường Đại học Nông Lâm – Đại học Thái Nguyên 135
Vũ Kiều Hạnh - Những yếu tố quyết định đến mức độ đọc hiểu của sinh viên năm thứ hai tại trường Đại học
Nguyễn Thị Quế, Hoàng Thị Nhung - Hỏi đúng để tự học và học tập cộng tác thành công – hướng tới xây
dựng người học ngoại ngữ độc lập trong bối cảnh hội nhập khu vực và quốc tế 147 Ngô Thị Thu Hà, Nguyễn Thị Hoài Thu - Ứng dụng các phương pháp giảng dạy tích cực nhằm nâng cao chất
lượng dạy – học tiếng Việt cho học viên quốc tế tại Học viện Kỹ thuật Quân sự 153 Dương Văn Tân - Đánh giá hiệu quả áp dụng trò chơi vận động trong phát triển thể lực chung cho sinh viên
trường Đại học Kỹ thuật Công nghiệp – Đại học Thái Nguyên 159 Bùi Thị Hương Giang - Nâng cao năng lực giao tiếp giao văn hóa trong dạy và học ngoại ngữ 165 Trần Hoàng Tinh, Nông La Duy, Phạm Văn Tuân - Xây dựng trung đội tự quản trong quản lý giáo dục tính
kỷ luật cho sinh viên tại trung tâm giáo dục quốc phòng và an ninh trong giai đoạn hiện nay 171 Trần Thị Yến, Khổng Thị Thanh Huyền - Sử dụng hình thức đọc chuyên sâu để nâng cao khả năng viết học
Đỗ Thị Hồng Hạnh, Hoàng Mai Phương - Đào tạo nghề cho lao động nông thôn trên địa bàn huyện Chợ Mới,
Trần Thùy Linh, Trần Lương Đức, Nguyễn Thị Thùy Trang - Cách tiếp cận của pháp luật cạnh tranh liên
Nguyễn Thị Thanh Hà, Phạm Việt Hương - Xây dựng bộ tiêu chí và chỉ số kinh tế phù hợp để đánh giá quản
Đinh Thị Hoài - Truyền thông marketing sản phẩm và dịch vụ thông tin - thư viện tại Trung tâm Học liệu Đại
Nguyễn Thị Thanh Xuân - Nghiên cứu nhân tố ảnh hưởng đến sự hài lòng của khách hàng sử dụng dịch vụ
Dương Thị Tình - Đóng góp của xuất khẩu hàng hóa tới tăng trưởng kinh tế của tỉnh Yên Bái 213
Lê Minh Hải, Trần Viết Khanh - Phân tích tổ chức không gian lãnh thổ du lịch tỉnh Thái Nguyên 219
Hà Văn Vương - Vận dụng lý thuyết Ecgônômi trong tổ chức môi trường làm việc tại văn phòng chi nhánh may
Mai Anh Linh, Nguyễn Thị Minh Anh - Đánh giá chất lượng dịch vụ và sự hài lòng của khách hàng: nghiên
Đinh Hồng Linh, Nguyễn Thu Nga, Nguyễn Thu Hằng - Sử dụng hàm Loga siêu việt để đánh giá hiệu quả
Trang 4Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
165
IMPROVING INTERCULTURAL COMMUNICATIVE COMPETENCE
IN FOREIGN LANGUAGE TEACHING AND LEARNING
Bui Thi Huong Giang*
Thai Nguyen University
SUMMARY
Intercultural competence and intercultural communicative competence are very important notions which can have huge impact on the cultural component of a foreign language curriculum Intercultural competence and intercultural communicative competence are considered as an essential part of conceptualization of the cultural dimension in foreign language teaching One of the challenges of incorporating intercultural communicative competence into foreign language teaching and learning is to move from the recognition of intercultural competence as a model of teaching to the practical applications This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to intercultural communicative competence into their teaching Besides, intercultural communicative competence plays an influential role in affecting students’ attitudes, socio-linguistics skill and communicative competence in the real life
It has been observed that many foreign language learners have not succeeded in real communication with foreigners despite their rich linguistic knowledge Therefore, this article aimed to emphasize the shift from linguistic competence to intercultural competence in foreign language teaching, the role of culture and intercultural communicative competence in teaching context and practical examples that could improve intercultural communicative competence in foreign language teaching and learning in classroom context
Keywords: Intercultural competence, intercultural communicative competence, linguistic
competence, culture, foreign language teaching and learning
INTRODUCTION*
As a response to the acknowledgement of
social and cultural significance in language
teaching, a revolutionary concept of
intercultural competence (IC) and
intercultural communicative competence
(ICC) has emerged over the last two decades
Research have followed the emergence of this
conception contributed to the development of
a theoretical framework and practical
applications for ICC The purpose of
developing ICC in all fields of education, and
particularly in foreign language teaching and
learning is to increase international and
cross-cultural acceptance and tolerance among
learners Teaching ICC does not only entail
acquainting learners with knowledge about
different cultures, but also with a set of
practices that necessitate knowledge, skills
and attitudes, including critical cultural
awareness, which teachers should incorporate
in their classroom practice by advocating
cultural and linguistic relativity The
*
Tel:0943.228.280; Email:bhgiang@tnu.edu.
intercultural element in the foreign language teaching and learning has become of a great concern not only for linguists or policy makers but also for teachers Currently, the field of the foreign language teaching and learning encounters the inevitable process of globalization and technological expansion which is also reflected in the development of foreign language curricula around the world Recently, the linking of language and culture
in the foreign language classroom has been focused by many scholars [1], [2] While language proficiency lies at the heart of language studies, it is no longer the only aim
of language teaching and learning Research
on ICC underscores the importance of helping and guiding students to engage and collaborate in a diverse society by understanding how to interact with people from other cultures in appropriate ways Those who want to become an intercultural competent speaker need to express both communicative competence in that language
as well as particular skills, attitudes, values and knowledge about a culture
Trang 5Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
LITERATURE REVIEW
Linguistic competence to intercultural
competence in foreign language teaching
and learning
It has been recognized that even a marginal
exchange of information between speakers of
different languages requires the presence of
the people’s identity and culture [3] Thus,
during the past few decades we have observed
a major change in the character of the
objectives in foreign language teaching
(FLT) There has been a shift in importance
from linguistic competence through
communicative competence to the current
emphasis on IC Practical applications of
theoretical findings in the field of ELT
include a wide variety of methods such as:
The Classical Method, The Grammar
Translation Method, The Direct Method, and
Audiolingual Method, which regard a
language as a system of hierarchically
arranged, rule-governed structures [4] In the
late 1950’s Noam Chomsky established a
number of objectives and language theories
that have been applied and developed in
language teaching practice Those objectives
highlighted the study of language as a system
independent from any particular context [5]
In his study Chomsky argues against the
sterility of behaviorism and claims that the
nature of language and process of language
acquisition can only be explained in terms of
genetically transmitted language faculty [6]
This rejection of behaviorism in language
learning contributed to rejection of the
Audiolingual Method and implementation of
so called Cognitive Code Learning in English
language teaching [4] In the 1970’s,
representing a major change of emphasis,
Hymes presents the concept of
communicative competence which arises
mainly as a conjunction of two independent
developments: that of Chomsky’s
transformational generative grammar, on the
one hand, and the ethnography of
communication, on the other [7] Hymes
objects to Chomsky’s narrow conception of
linguistic competence and acknowledges the
relations between language and culture [6]
Hence, the term competence has become
central in relation to linguistic change As Hymes points out, whenever scholars have called attention to an aspect of linguistic ability other than the narrowly grammatical issues, they have frequently labelled it a kind
of competence, for instance, literary competence, rhetorical competence, narrative competence, or sociolinguistic competence [8, p.272] In other words, teachers understood that it was insufficient to teach students to only produce grammatically correct phrases, they also needed to use these phrases in actual communicative situations
Culture in the foreign language classroom Culture has always been part of foreign language teaching For most of the time modern languages have been taught, if and how culture should be part of language teaching has been discussed by many theorists and many perspectives and approaches have influenced the general argument Different ways of defining culture and its relation to language have been reflected in different theories and approaches in FLT As pointed out by Larzén (2005), the relationship between language and culture is extremely complex “This is due to the fact that on the one hand language is an integral part of culture, but on the other hand it is an expression of culture” [9, p 27] Lustig (2003) accords with this observation by saying: “Culture is a learned set of shared interpretations about beliefs, values, and norms, which affect the behaviors of a relatively large group of people” [10, p 27]
In his opinion those shared interpretations establish the very important link between communication and culture Kramsch contributed to the discussion about teaching language along the cultural fault line by recognizing that culture in language learning
is not an extendable fifth skill, tacked on to the teaching of speaking, listening, reading and writing She argues that culture is always
in the background right from the day one,
“making evident the limitations of their hard-won communicative skills and challenging their ability to make sense of the world around them” [11, p 1] Kramsch also proposed reversing the traditional view of
Trang 6Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
167
language teaching as the teaching of forms to
express universal meanings [11] Byram et al
(1994) in their study claim that we cannot be
teachers of language without being teachers
of culture and vice versa [12] The cultural
aspect in language learning over time
developed into a significant part of language
teaching methodologies leading to different
implications for language teaching objectives
Intercultural communicative competence
Byram depicts someone who gains skills in
intercultural communicative competence as
an individual who is successful in: building
relationships while speaking the foreign
language of the other participant; negotiating
how to effectively communicate so that both
individuals’ communicative needs are
addressed; mediating conversations between
those of diverse cultural backgrounds; and
continuing to acquire communicative skills in
foreign languages [1] This final characteristic
stresses that when an effective intercultural
communicator learns to interact with those
from a specific culture, a foundation of
language and culture learning has been built,
and that individual is more likely to continue
to gather linguistic information from other
cultures in order to broaden her spectrum of
intercultural encounters Gaining intercultural
communicative competence is about more
than simple exchanges, rather it centers on
building relationships and engaging in
communication even when the participants
involved do not share the same worldview
[1] A successful intercultural learner seeks
out opportunities to meet individuals from
diverse cultures in order to share information
through communication in a foreign language
The focus shifts from preparing students to
communicate without error in order to survive
a foreign culture to communicating openly in
order to build relationships so that they can
thrive in a foreign culture When the teaching
of intercultural communicative competence
includes models of reciprocal relationships in
which students play the role of a “social actor”,
students experience the mutual discovery of
another language and culture, and language
classrooms become places where students and
teachers consider questions of values and
morals, which can ultimately promote the notion of democracy [3]
INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE FOREIGN LANGUAGE CLASSROOM – IMPLICATIONS FOR TEACHING AND LEARNING The activities represent a variety of approaches
to teaching and assessing intercultural communicative competence based on recognized theoretical frameworks on interculturality By including and combining such activities in the foreign language curriculum, both teachers and students are supposed to reflect how their attitudes, knowledge, and language skills can affect their intercultural experiences As a result, students will gain an understanding of how to enter into intercultural situations with an open mind, resulting not only in more successful communication, but in building meaningful relationships with target language speakers Attitude exploration
It is vital for students to consider their preconceived ideas and attitudes before entering into the intercultural competence process The OSEE tool by Deardorff was created in order to help learners analyze their attitudes toward others at the beginning of the intercultural process [13] OSEE stands for Observe what is happening, State objectively what is happening, Explore different explanations for what is happening and Evaluate which explanation is the most likely one This level of OSEE requires students to have sufficient background knowledge of the culture in question, or more specifically the cultural situation being observed [14] This may also be an appropriate time to allow students to work together as anthropologists engaging in research and investigation as they explore the cultural viewpoints By promoting communicative activities such as conversations, dialogues, role-plays, skits, and scenarios, the teacher creates an environment
in which the concepts of intercultural communicative competence can be practiced
Cultural transformation
It is important to provide evidence of growth
to students so that they can see the benefits of the intercultural process One simple way to do
Trang 7Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
this is to gather students together around a
large piece of paper on the first day of a new
cultural unit of study and ask students to share
words and ideas that quickly come to mind in
relation to the topic [4] In relation to Model of
ICC, this activity provides time for learners to
record and consider their preconceived
attitudes toward citizens of another culture [1]
The goal of the activity is to open students’
eyes to the fact that many of their perceptions
are not based on factual information As the
teacher provides adequate time for gaining
knowledge about the target culture while
encouraging students to make meaningful
connections between the home and target
culture, learners begin to experience the
process of identity transformation This
activity provides many opportunities for
students to gain skills in comparing and
contrasting two distinct cultures
Objects exploration and collection
When objects related to practices of the target
culture are presented alongside open-ended
questions to students in a foreign language
classroom, an opportunity is created in which
learners gather information independently in
order to become more knowledgeable about
cultural practices and beliefs This activity
presents a model representation of the teacher
working as facilitator in the classroom while
students do the work of evaluating
information about the target culture [15] In
this context, learners are given the task to
gather material outside the classroom in
relation with the cultural topics they have
agreed to work with Learners are
recommended to collect material from a
variety of sources including photocopied
information from different printed materials,
pictures, video or DVD scenes, recorded
material like interviews to native speakers,
excerpts from the internet and the like The
good thing of this activity is that learners’
cultural awareness is further increased
through having to question themselves what is
culturally representative of the given topic
Once learners have collected all the material,
they are required to hand it in to the teacher
and report about it
Tandem e-mail learning
Tandem e-mail learning has been regarded as
an effective activity to promote cross cultural dialogue while it is also a means of engaging learners in extended writing in a motivating way [16] The idea is that two native speakers
of different languages help each other to learn each other’s language through the use of e-mail, communicating 50% of the time in each other’s language Once all technical aspects have been solved, learners are first introduced themselves and they are then requested to engage in a written dialogue based on a given cultural topic of the project For in-class work, learners are requested to bring into the class the printed copy of all e-mail exchanges
in order to prepare a brief report in which they synthesize how the topic discussed in the e-mail conversations is represented in the partners’ culture For such an activity, learners are encouraged to follow Kroll’s suggested sequence of steps from the setting
of an assignment to the point at which the learners submit the complete text including, preparation for the given task, drafting and feedback, which may be repeated as many times as needed prior to submitting the final written work for evaluation [17]
Designing stories
It is another activity type that could be used to promote learners’ cultural imagination through writing Here the teacher collects some magazines and first selects a variety of pictures that depict people in strange situations in the target culture, and then divides the class into small groups making each group responsible for describing what is happening in a particular picture Once the groups have had the chance to generate their own opinion about what is happening in the picture and the group leader has informed the rest of the class, learners have to retell the story either individually or in groups, making sure the written account is coherent and cohesive [18] Likewise, learners’ cultural imagination can be promoted through writing
by selecting passages with cultural misunderstanding Ideally, passages should be narrative texts with different paragraphs each leading toward the intercultural
Trang 8Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
169
misunderstanding Typically, the teacher
covers all but the first paragraph in which the
situation is presented and learners are then
asked to read this first paragraph and continue
the story in the way they think is most likely
In such a process, learners should be
encouraged to plan, draft and revise as many
times as needed before it is ready for
submission [19]
First words
It involves showing participants several
different pictures and eliciting the first word
or phrase that comes to their minds The
words or phrases given cannot be simple
descriptive words The goal is to collect
honest responses of what participants think or
believe about what or who they see in the
image, and oftentimes responses reveal
certain misconceptions, biases or even
prejudices that participants may not have even
been aware they were holding onto This
activity is called “Evaluate, Analyze,
Describe” [20], [21], or “EAD,” as it is most
commonly referred to This activity is based
on the D.I.E (Describe, Interpret, Evaluate),
one of the first intercultural communication
exercises developed This open
communication will allow for self-reflection
and growth in ways that will promote
openness, understanding, and respect for
different cultures
It is obvious that intercultural communicative
competence is significantly important in
foreign language teaching in Vietnam and
Vietnamese learners have more and more
chances to be involved in intercultural
communication This study is also particularly
important for the English major students at
Thai Nguyen University because it yields a
number of educational implications Teacher
education programs should include cultural
aspects in their curricula, such as a course on
intercultural communication or the combination
of linguistic aspects with cultural issues of
teaching the four skills, in order to equip
prospective teachers and students with
intercultural awareness and intercultural
competence Teachers can be provided with
examples of how language and culture teaching
can be integrated, and encouraged to explore
alternative ways of culture teaching Once language teachers become more knowledgeable and competent regarding this issue, they will eventually be more able to integrate cultural practices in their teaching Teacher development programs may also help teachers realize the opportunities to enhance prospective and teachers’ intercultural competence inherent
in experiential learning activities
CONCLUSION Developing learners’ intercultural communicative competence has long been among the major goals of foreign language instructional programs In this paper, taking the intercultural competence and intercultural communicative competence as the point of departure, we have presented a sampling of activities for helping learners to communicate fluently and appropriately in the target language and culture When intercultural communicative competence is an integral part
of the language classroom, learners experience how to appropriately use language
to build relationships and understandings with people of other cultures They can examine their own beliefs and practices through a different lens, negotiate points of view different from their own, and gain an insider’s perspective of another culture in real life As
a final remark therefore, we hope that the activities proposed in this paper may help learners see language learning not merely as language practice but as an intercultural communicative activity
REFERENCES
1 Byram, M (1997), Teaching and assessing
intercultural communicative competence, Clevedon:
Multilingual Matters
2 Liddicoat, A J & Scarino, A (2013),
Intercultural Language Teaching and Learning,
Malden, MA: Wiley-Blackwell
3 Byram, M (2009), “Intercultural Competence
in Foreign Languages”, In Deardorff, D K (eds.)
2009 The Sage Handbook of Intercultural
Competence, Los Angeles: Sage Publications
4 Brown, H D (2007), Principles of Language
Learning and Teaching, Fifth Edition NY: Pearson
Education, Inc
5 Cetinavci, U.R (2012), “Intercultural
Communicative Competence in ELT”, Procedia -
Social and Behavioural Sciences, Volume 46, p
3445-3449
Trang 9Bùi Thị Hương Giang Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 165 - 170
6 Pütz, M (1992) Thirty years of linguistic
evolution: Studies in honour of René Dirven on the
occasion of his sixtieth birthday Philadelphia: J
Benjamins Pub
7 Hymes, D.H (1972), “On communicative
competence”, In J B Pride, & J Holmes (Eds.),
Sociolinguistics (pp 269-293) Baltimore: Penguin Book
8 Hymes, D.H (1992), “The concept of
communicative competence revisited”, In Pütz, M
(1992), Thirty years of linguistic evolution: Studies in
honour of René Dirven on the occasion of his sixtieth
birthday, Philadelphia: J Benjamins Pub
9 Larzén, E (2005), In pursuit of an intercultural
dimension in EFL-teaching: Exploring cognitions
teachers, Åbo: ÅboAkademi University Press
10 Lustig, M & Koester, J (1999), Intercultural
Competence Interpersonal Communication Across
Cultures, New York: Longman
11 Kramsch, C (1993), Context and Culture in
Language Teaching, Oxford: Oxford University Press
12 Byram, M., & Morgan, C (1994),
Teaching-and-learning language-and-culture, Clevedon: Miltilingual
Matters
13 Deardorff, D.K & Deardorff, D.L (2000), OSEE
Tool Presentation at North Carolina State University,
Raleigh, N.C
14 Deardorff, D K (2009), The Sage handbook of
intercultural competence, Thousand Oaks, CA: Sage
Publications
15 Byram, M., Gribkova, B., & Starkey, H (2002),
Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers,
Strasbourg: Council of Europe
16 Dodd, C (2001): “Working in tandem: An Anglo-French project” In M Byram, A Nichols, and D
Stevens, eds., Developing intercultural competence in
practice Clevendon: Multilingual Matters, 146-161
17 Kroll, B (2006): “Techniques for shaping writing course curricula: Strategies in designing assignments”
In E Usó-Juan and A Martínez-Flor, eds., Current
trends in the Development and Teaching of the Four Language Skills, pp.423-445
18 Omaggio, A (2001), Teaching Language in
Context (3rd Ed.) Boston: Heinle and Heinle
19 Usó-Juan, E, Martínez-Flor, A & Palmer Silveira,
J (2006): “Developing communicative competence through writing” In E Usó-Juan and A Martínez-Flor,
eds., Current Trends in the Development and Teaching
of the Four Language Skills Berlin: Mouton de Gruyter,
397-414
20 Velasco, D (2013), “Confronting underlying issues of racism for effective intercultural communication”, Conference Proceedings International Academic Forum: Nagoya, Japan
https://doi.org/10.13140/2.1.1039.9528
21 Velasco, D (2015), “Evaluate, analyze, describe (EAD): Confronting underlying issues of racism and other prejudices for effective intercultural
communication”, IAFOR Journal of Education, 3(2)
https://doi.org/10.22492/ije.3.2.05
TÓM TẮT
NÂNG CAO NĂNG LỰC GIAO TIẾP GIAO VĂN HÓA
TRONG DẠY VÀ HỌC NGOẠI NGỮ
Bùi Thị Hương Giang*
Đại học Thái Nguyên
Năng lực liên văn hóa và năng lực giao tiếp giao văn hóa là những khái niệm rất quan trọng có thể có tác động lớn đến thành tố văn hóa của một chương trình ngoại ngữ Năng lực liên văn hóa và năng lực giao tiếp giao văn hóa được coi là một phần thiết yếu trong khái niệm hóa việc tích hợp văn hóa trong dạy học ngoại ngữ Một trong những thách thức của việc kết hợp dạy năng lực giao tiếp giao văn hóa vào dạy và học ngoại ngữ là chuyển từ việc công nhận năng lực giao văn hóa như là một mô hình giảng dạy sang việc áp dụng chúng vào thực tiễn Điều này có thể do giáo viên không có đủ kiến thức về lý thuyết và do đó gặp khó khăn trong việc thực hiện các yêu cầu về tích hợp việc tăng cường năng lực giao tiếp giao văn hóa trong việc giảng dạy Bên cạnh đó, năng lực giao tiếp giao văn hóa đóng một vai trò quan trọng ảnh hưởng đến thái độ, kỹ năng ngôn ngữ - xã hội và năng lực giao tiếp của sinh viên trong cuộc sống hàng ngày Có thể thấy rằng nhiều người học ngoại ngữ đã không thành công trong giao tiếp thực sự với người nước ngoài mặc dù họ có kiến thức ngôn ngữ phong phú Do đó, bài viết này nhấn mạnh sự thay đổi từ năng lực ngôn ngữ sang năng lực liên văn hóa trong dạy học ngoại ngữ, vai trò của văn hóa và năng lực giao tiếp giao văn hóa trong giảng dạy và các ví dụ thực tiễn có thể nâng cao năng lực giao tiếp giao văn hóa trong dạy và học ngoại ngữ trong lớp học
Từ khóa: Năng lực liên văn hóa , năng lực giao tiếp giao văn hóa , năng lực ngôn ngữ, văn hóa, dạy và
học ngoại ngữ
Ngày nhận bài: 17/5/2018; Ngày phản biện: 03/6/2018; Ngày duyệt đăng: 29/6/2018
*
Tel:0943.228.280; Email:bhgiang@tnu.edu.vn
Trang 10oµ soT T¹p chÝ Khoa häc vµ C«ng nghÖ
SOCIAL SCIENCE – HUMANITIES – ECONOMICS
Hoang Thi Phuong Nga - Literature tourism model “the old Vu Dai village” 3
Pham Thi Thu Hoai, Tran Thi Thanh - Slang in Van Thanh Le's stories about education problems 9 Ngo Thi Thanh Nga, Pham Thi Hong Van - A brief description of the modes of expressing conjugal
Nguyen Thi Tham, Nguyen Minh Son - The opposite view of Nguyen Ngoc Tu to Vietnamese traditional
literature via the main female characters in Khong ai qua song 21 Dang Thi Thuy, Nguyen Dieu Thuong - The logic of “non logic” phenomenon in Vietnamese folk verses, proverbs 27 Dinh Thi Giang - Factors affecting current lifestyle of Vietnamese people in the northern delta 33 Nguyen Dieu Thuong, Nguyen Thi Lan Huong - Mechanisms creating implication in satirical jokes 39 Nguyen Thu Quynh, Vi Thi Hien - Household vocabulary of Thai language in Dien Bien province 45 Nguyen Thi Thu Oanh, Hoang Thi My Hanh - Position, role of the communist party of Vietnam in the period
Do Hang Nga, Pham Quoc Tuan - Collection of taxes in the villages through material of reformist village
Le Van Hieu - The efficiency of the model "propaganda department" in communes, wards, township and
"commander" in villages, cities at the current period in Lao Cai province 63 Thai Huu Linh, Nguyen Thi Thu Hien, Nguyen Thi Thanh Ha - The role of the rear Bac Thai in the 1968
Pham Anh Nguyen - The attraction in “Hai dam” of Phan Khoi 73 Nguyen Thi Huong, Nguyen Thi Mao, Nguyen Tuan Anh - Enhancing the efficiency of extracurrucular
activities in teaching civic education at high schools in thai nguyen city these days 79 Nguyen Van Dung, Dao Ngoc Anh - Physical status of non-sports students at Thai Nguyen University of Education 85 Tran Bao Ngoc, Le Ngoc Uyen, Bui Thanh Thuy et al - The reality of degree classification in
non-examination students at University of Medicine and Pharmacy – Thai Nguyen University in the period from
Nguyen Thuc Canh - The need for buiding an exercise system with practical content to teach mechanics
Ha Thi Kim Linh, Chu Thi Bich Hue - Educate legal knowledge for ethnic minority women in Vo Nhai
Nguyen Thi Thanh Hong, Nguyen Thi Khanh Ly, Vu Kieu Hanh - Improve students’ participation in
English learning activities in large mixed ability classes of the freshman students at Thai Nguyen University of
Pham Thi Huyen, Vu Thi Thuy - Manipulate exemplary style according to the President Ho Chi Minh’s
thought in building work style for key caders at present period 117 Dam Quang Hung - Science lesson planning for grade 4, 5 according to experimental research 123 Hoang Thi Thu Hoai - Difficulties in teaching and learning ESP vocabulary for nursing students at Thai
Nguyen Lan Huong, Van Thi Quynh Hoa - Determinants affecting English speaking performance of the
first-year students at Thai Nguyen University of Agriculture and Forestry 135
Journal of Science and Technology
183 (07)
N¨m 2018
