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This book examines the concept of "intercultural competence" from
the perspective of analysing theoretical challenges and practical
issues. Despite its ongoing popularity across various discourses,
"intercultural competence" has remained a necessarily vague and
oscillating concept that lends itself to continual rethinking and
redefinition. The essays in this volume approach the complexity of
the concept from a number of different angles. The essays range
from theoretical considerations of redefining and expanding the
concept in terms of hitherto neglected dimensions and ideas;
critically contextualising issues of assessing intercultural
competence; analysing the virtual dimension of intercultural
competence for the development of critical digital pedagogies;
application of the concept for the teaching and learning of
foreign/second languages, including for migrant learners; the
impact of study abroad on developing intercultural and democratic
literacy; analysis of the concept in classroom practice across
different cultures; and querying the concept for its lack of
teachability. The volume develops a broad range of new perspectives
on intercultural competence, providing stimulating new ideas,
considerations and reflections around this oscillating, yet
relevant concept.
Learning a foreign language in its cultural context has a
significant effect on the subjective mind, ranging from the
unsettling to the inspirational. The complex interplay between
native and foreign languages, their cultural conceptualisations and
discourses and the mind and body of the learner results in the
subjective construction of individual positionings located "in
between" the languages and cultures involved. These processes are
not restricted to the cognitive level of learning but also involve
deep-seated habits, values and beliefs. These habits, values and
beliefs are to a certain extent the result of subjective
experiences and feelings; however, they are also embedded in a
socio-cultural network of concepts, norms, traditions and
life-worlds, so that they are characterised both by the learner's
subjectivity and by the sociality and (inter-)culturality of their
environment. The essays in this volume explore the subjective
dimension of intercultural language learning, ranging from
theoretical considerations to empirical studies and providing
stimulating insights into this important area of study.
This book explores the idea of 'intercultural competence', which,
despite its current popularity across various discourses, has
remained a vague and oscillating concept. Interculture lacks a
universal definition and 'competence' is not only a cognitive
construct but also includes psychological traits such as attitudes,
affective aspects and constructions of identity. The essays in this
volume approach the complexity of the concept from a number of
different angles. These include theoretical models for defining the
concept of 'intercultural competence', outlining paths for future
research; application of the concept in the teaching and learning
of foreign languages, cultures and literatures; exploration of
institutional and sociocultural influences on mediating
intercultural competence; and analysis of the concept's impact on
such diverse contexts as international business, religious
constructs and notions of selfhood and identity. The volume
develops a broad range of perspectives on intercultural competence,
providing stimulating new ideas, reflections and models around this
important concept.
This volume is based on the selected proceedings from an
international conference 'Concept of Progression in Foreign
Language Teaching and Learning' held in Dublin in February 2004.
Although progression always has been at the centre of any
methodology of teaching and learning foreign language, there has
been surprisingly little published on the concept of progression.
Since the inclusion of the pragmatic and socio-cultural context
into foreign language teaching methodologies, the concept of
progression has broadened considerably: it is no longer restricted
any more to structural elements of the foreign language (i.e.
grammar) but it includes a functional-notional progression, a
cultural progression, a lexical progression, a progression of text
types, a mental progression, a progression of exercises and
classroom activities. The articles in this volume address the
multifaceted nature of progression in foreign language teaching and
learning from various angles.
The articles in this volume are the proceedings of a conference on
'Translation in Second Language Teaching and Learning' that took
place at the National University of Ireland, Maynooth, in March
2008. The papers delivered at the conference, the subsequent
discussions in Maynooth and the articles in this volume have
clearly demonstrated that, after some decades of marginalising or
even excluding translation from second/foreign language
methodologies and classroom practices, the time is ripe for a
re-evaluation of the benefits translation can bring to the process
of learning a second language and its cultural context. Translation
exercises are interpreted as processes of negotiation, as
constitutive acts for identities and (inter-)actions, based on
increasingly emerging 'third spaces' between the dominant
conceptualisations, values, norms, beliefs, rules, traditions and
discourses of the languages and cultures involved. The enterprise
of translating between languages, cultures, individuals, societies
and discourses thus assumes a central place of relevance for anyone
involved in the complex project of interculturality, including, and
foremost, foreign language learners.
Die vorliegende Einfuehrung besteht aus 16 Einheiten, die alle so
konzipiert sind, dass sie auch unabhaengig voneinander gelesen
werden koennen. Jedes Kapitel fuehrt in einen bestimmten Bereich
der Linguistik ein: in Semantik, Sprachgeschichte, Spracherwerb,
mentales Lexikon, Pragmatik, Dialektologie, Phonetik, usw. Als
Ausgangspunkt und Kapitelueberschrift dienen dabei beispielsweise
Fragen wie Koennen Woerter muede machen? (Semantik), Gibt es
Sprachen ohne Grammatik? (Syntax), Was ist Deutsch eigentlich fuer
eine Sprache? (Sprachgeschichte) oder Wo sind die Woerter im Kopf
und wie greift man auf sie zu?, die zugleich das Konzept dieses
Buches illustrieren: Die wichtigsten linguistischen Themenkomplexe
und Grundlagen sollen nicht nur in leicht zugaenglicher und gut
verstaendlicher Form vermittelt werden, sondern es soll auch
Neugier auf die Fragen geweckt werden, um die es jeweils geht.
Vorkenntnisse werden dabei bewusst nicht vorausgesetzt. Da eine
Einfuehrung naturgemaess nur jeweils einen begrenzten Einblick in
ein Themengebiet geben kann, werden am Ende jeder Einheit stets
auch Literaturtipps zur weitergehenden und vertieften
Beschaeftigung mit dem behandelten Thema gegeben.
Contents: Hans-Jurgen Heringer: How to Improve Your Understanding -
Gerhard Neuner: The 'Key Qualifications' of Intercultural
Understanding and the Rudiments of Intercultural Foreign Language
Didactics and Methodology - Arnd Witte: How to be an Alien -
Learning a Foreign Language and Understanding Culture - Adelheid
Hu: Intercultural Learning and its Difficult Aspects - An Analysis
of the Criticism in Relation to a Controversial Concept - Theo
Harden: The Limits of Understanding - HansJurgen Krumm: The
Languages of our Neighbours - How Realistic is a Concept of
Multilingualism in a Multilingual and Multicultural Europe? -
Lothar Bredella: The Significance of Intercultural Understanding in
the Foreign Language Classroom - Hannes Kniffka: Alien Reading -
Newspaper Ads in Intercultural Understanding - Anne Fuchs: How to
be a Pilgrim and a Cartographer at the Same Time - Some
Deliberations on Intercultural Understanding - Sabine
Strumper-Krobb: Understanding Culture and Cultural Differences
through Literary Translation Studies - Emer O'Sullivan/Dietmar
Rosler: 'We're not like that ' - Using Stereotypes of the Learners'
Culture in Target Language Texts to Increase Intercultural
Awareness - Elke Hentschel: Cold at Heart - Some Personal
Observations on Intercultural Misunderstandings - Vridhagiri
Ganeshan: Intercultural Mis(s)-understanding between Indians and
Germans - Some Observations from an Indian Perspective - Marlene
Rall: Last Glances of the 'Imperial Eyes' - Cooperative Principle
and Intellectual Styles in the Mexican Foreign Language Classroom.
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