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oapen-20.500.12657-869172024-01-15T17:34:12Z Intercultural Competence and Pragmatics Schauer, Gila A. intercultural competence pragmatic competence intercultural teaching intercultural communicative competence L2 pragmatics teaching of L2 pragmatics intercultural competence in foreign language teaching language and culture intercultural skills intercultural communication communicative competence intercultural competence in higher education intercultural education interlanguage pragmatics ICC IC bic Book Industry Communication::C Language::CF linguistics::CFG Semantics, discourse analysis, etc::CFGA Semantics & pragmatics bic Book Industry Communication::G Reference, information & interdisciplinary subjects::GT Interdisciplinary studies::GTC Communication studies bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFD Media studies bic Book Industry Communication::C Language::CB Language: reference & general bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics. While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills. This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education. 2024-01-15T16:46:04Z 2024-01-15T16:46:04Z 2024 book ONIX_20240115_9783031444722_35 9783031444722 9783031444715 https://library.oapen.org/handle/20.500.12657/86917 eng application/pdf n/a 978-3-031-44472-2.pdf https://link.springer.com/978-3-031-44472-2 Springer Nature Palgrave Macmillan 10.1007/978-3-031-44472-2 10.1007/978-3-031-44472-2 6c6992af-b843-4f46-859c-f6e9998e40d5 469b674c-8390-4cfa-8a48-a1a35507a72c 9783031444722 9783031444715 Palgrave Macmillan 154 Cham [...] Research Center for Social and Cultural Studies in Gotha, University of Erfurt Forschungszentrum Gotha der Universität Erfurt open access
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This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics. While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills. This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education.
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