iReasearch学术科研网

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摘要：While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the 'circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication' (Kramsch, Levy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence. Adapted from the source document

摘要：This paper examines the use of CMC in both Japanese and English dominated domains by Australian learners of Japanese. The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of blogs, e-mails, SNS interactions, chat conversations, game profiles, and mobile phone communications. To supplement this data, interviews were conducted to further explore participants' Internet communication and L2 use. These interviews, paired with evidence from the corpus of collected data, are analysed using Sealey and Carter's (2004) social realism framework in order to explore questions of language selection, identity construction and nationality, as well as what it means to be a foreigner online. Adapted from the source document

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摘要：This article reports on an investigation into how learners in a British EFL setting perceive the classroom practice of student-student interaction and why it is perceived in these ways. Adopting qualitative non-experimental methods, I first explored issues leading to the concept of 'usefulness' and identified factors that appeared to have affected learners' perceptions. I then placed the individual learners' perspectives within his/her personal biography, so as to provide a more in-depth description. The findings suggested that learners in a British EFL setting perceived the classroom practice of student-student interaction in ways that reflected their initial motives and goals, their expectations of an English course in the United Kingdom, and their wider experiences of living and studying. They also suggested that learner interaction within real classroom contexts was interesting in its potential for interpersonal and intercultural communication but relatively unhelpful in the acquisition of certain aspects of the L2. Adapted from the source document

摘要：The purpose of this article is to examine the use of English discourse markers (EDMs) in medical consultations that were conducted in Spanish. Data are collected from an audio-recorded corpus of Spanish-language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through the quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, this article demonstrates that English-dominant medical providers use EDMs more frequently and with a broader range of functions than Spanish-dominant medical providers and patients. Such use of EDMs serves to exacerbate the power relationship between providers and patients even though it does not cause overt miscommunication in the ongoing interaction. The implications for providers who use a second language in their medical consultations are discussed. Adapted from the source document

摘要：Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purposes of the study were to examine the effects of the cultural portfolio project on (1) students' specific aspects of development of cultural knowledge and change in perception of native English speakers and their cultures; (2) students' self-awareness, evaluation, and modification of stereotypes toward the target cultures; and (3) students' change in perception of and attitude toward cultural learning. Data were collected through students' cultural portfolio projects, pre- and post-questionnaires, classroom observation, and interviews. Results indicated that instead of memorizing cultural facts, students experienced an active process of constructing knowledge. Most students commented that their views toward native-English-speaking cultures and language learning had been changed after completing the cultural portfolio project, for instance by moving from an ethnocentric view to respect cultural differences, becoming more aware of diversity within culture, and understanding that the media presents the surface culture of native-English-speaking countries. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：By looking into a group of 13 Chinese master's in business administration students' study abroad experience in the United States, this study contends that being situated in the second language (L2) communicative context does not guarantee international students complete access to language and cultural resources in the host society. Due to limited communicative skills and cultural competence in the target language and culture, L2 learners are at a disadvantage to negotiate symbolic power in the host country, which may mediate their opportunities to gain learning resources and academic recognition. How the students negotiate in the academic contexts to balance and counterbalance unequal power relationships strongly influences their access to already limited host culture language resources. The study addresses the issues in communicative difficulties encountered by the international students, and proposes recommendations on what can be done to facilitate the students' academic and sociocultural adjustment. Adapted from the source document

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摘要：Thorne discusses how "unpredictability is the new normal" as work practices change, "qualities, quantities, and processes mediating social interaction are expanding," and life and civic engagement increasingly illustrate the need for sophisticated communication, comprehension, and analytic abilities in intercultural and plurilingual contexts. Such dynamics articulate what Thorne sees as one of the primary goals of instructed foreign language and second-language education -- "to cultivate the conditions of possibility for developing heightened awareness of processes of meaning making and the divergent cultural practices, values, and ideologies that are involved." As this goal is difficult or impossible to realize without giving attention to units of thinking and doing extending beyond individual performance, the idea of "community" comes into play. Adapted from the source document

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摘要：This is a qualitative study of normative English speakers who speak English as a lingua franca (ELF) in their graduate student dormitory in the United States, a community of practice (Wegner, 2004) comprised almost entirely of second language users. Using a sequential analysis (Koshik, 2002; Markee, 2000; Sacks, Schegloff, & Jefferson, 1974; Schegloff, Koshik, Jacoby, & Olsher, 2002), the study investigates how these ELF speakers successfully manage their intercultural communication through accommodation strategies (e.g., Jenkins, 2000, 2006) used to address differences in pronunciation and familiarity with a range of ELF speech styles. Drawing on my own experience as a member of this community, I investigate how speakers display equality and legitimacy as English language users in the ELF community in face-to-face interactions when they negotiate understanding in spite of their different accents. ELF speakers exhibit a wide variety of pronunciations as a result of first language cross-linguistic influence, and those phonological differences may hamper intercultural communication, more than any other linguistic feature. For this reason, I have chosen to focus on phonological issues for this study. I argue that sequential analysis of the interactions among speakers of English as a lingua franca may provide useful examples of successful communication among these groups. Data from such analysis should be included in English language teaching as a model of successful interaction strategies directed toward students who will face these situations. The analysis of this ELF data will also be useful as a model for the study of other languages that are often used as lingua francas. Adapted from the source document

摘要：This study examines the nature of small-group discussion and explores how it fosters oral academic discourse socialization in a TESOL postgraduate course. The participants included four native-English speaking and six non-native English Speaking postgraduate students at a state university in the U.S. The findings revealed that small-group discussions provided a context in which students were gradually socialized into the discipline-specific discourse and the practices of an ESL/EFL professional. The feature of discourse socialization in small-group discussion was expressed through the participants' identity-construction, critical thinking, and making intertextual connections. Both NES and NNES participants, experienced and inexperienced alike, were able to draw on their unique perspectives and expertise to solve the problems presented in discussion prompts. Pedagogical implications on incorporating small-group discussions to facilitate oral academic discourse socialization are also discussed. [Copyright Elsevier Ltd.]

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