Podcast
Questions and Answers
Strategic competence involves the use of strategies to compensate for communication breakdowns.
Strategic competence involves the use of strategies to compensate for communication breakdowns.
True
Sociolinguistic competence does not require an understanding of socio-cultural rules.
Sociolinguistic competence does not require an understanding of socio-cultural rules.
False
Discourse competence refers to the ability to connect sentences in stretches of conversation.
Discourse competence refers to the ability to connect sentences in stretches of conversation.
True
Linguistic competence is solely about the ability to express emotions verbally.
Linguistic competence is solely about the ability to express emotions verbally.
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Inviting foreigners to talk about their cultural misinterpretation is part of the first stage.
Inviting foreigners to talk about their cultural misinterpretation is part of the first stage.
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Illocutionary competence pertains to sending and receiving intended meanings in communication.
Illocutionary competence pertains to sending and receiving intended meanings in communication.
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Communicative competence is the ability to convey and interpret messages in all contexts without exceptions.
Communicative competence is the ability to convey and interpret messages in all contexts without exceptions.
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Students are encouraged to analyze texts and conversations during the intercultural stage.
Students are encouraged to analyze texts and conversations during the intercultural stage.
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Politeness, formality, and metaphor are aspects of discourse competence.
Politeness, formality, and metaphor are aspects of discourse competence.
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Organizing a British Christmas party is an example of an activity designed to promote intercultural communication.
Organizing a British Christmas party is an example of an activity designed to promote intercultural communication.
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Jigsaw reading is an activity where students prepare a sketch of pictures related to a given culture.
Jigsaw reading is an activity where students prepare a sketch of pictures related to a given culture.
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Fatigue and distraction can hinder the application of strategic competence.
Fatigue and distraction can hinder the application of strategic competence.
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Students participating in group discussions about ICC find it easy with EFL lessons.
Students participating in group discussions about ICC find it easy with EFL lessons.
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The three levels of intercultural communication competence are Cognition, Emotion, and Conduct.
The three levels of intercultural communication competence are Cognition, Emotion, and Conduct.
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At the affective level, students are taught to embrace cultural similarities rather than differences.
At the affective level, students are taught to embrace cultural similarities rather than differences.
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The behavioural level of intercultural communication competence involves practicing flexible and resourceful behavior.
The behavioural level of intercultural communication competence involves practicing flexible and resourceful behavior.
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Using critical incidents is a recommended technique at the cognitive level to enhance students' cultural awareness.
Using critical incidents is a recommended technique at the cognitive level to enhance students' cultural awareness.
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Stage 1 of the intercultural approach focuses on the target culture.
Stage 1 of the intercultural approach focuses on the target culture.
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Role plays are an effective method at the affective level to address emotional reactions in cross-cultural situations.
Role plays are an effective method at the affective level to address emotional reactions in cross-cultural situations.
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The skill set corresponds to the cognition level in intercultural communication competence.
The skill set corresponds to the cognition level in intercultural communication competence.
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Students are advised to conduct research on cultural manifestations as part of the intercultural activities.
Students are advised to conduct research on cultural manifestations as part of the intercultural activities.
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Linguistic competence refers to a person's ability to communicate effectively across various cultural contexts.
Linguistic competence refers to a person's ability to communicate effectively across various cultural contexts.
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Intercultural competence (ICC) requires an understanding and respect for cultures different from one's own.
Intercultural competence (ICC) requires an understanding and respect for cultures different from one's own.
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According to the definition provided, culture is considered a fifth language skill.
According to the definition provided, culture is considered a fifth language skill.
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Practices in a culture represent the traditional ideas and values held by that society.
Practices in a culture represent the traditional ideas and values held by that society.
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Edward T. Hall introduced the concept of the cultural iceberg in 1976.
Edward T. Hall introduced the concept of the cultural iceberg in 1976.
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Misunderstandings in intercultural communication are often due to the similar cultural backgrounds of the individuals involved.
Misunderstandings in intercultural communication are often due to the similar cultural backgrounds of the individuals involved.
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Tangible products of a culture include items such as rituals and oral tales.
Tangible products of a culture include items such as rituals and oral tales.
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The four main sources of cultural content include the home culture of the students and the culture of the English-speaking peoples.
The four main sources of cultural content include the home culture of the students and the culture of the English-speaking peoples.
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Study Notes
Communicative Competence & Intercultural Competence
- Communicative competence is the ability to convey and interpret messages, and negotiate meanings interpersonally within specific contexts.
- This concept was introduced by Hymes in 1967.
- Communicative competence comprises four interconnected components: discourse competence, strategic competence, grammatical competence, and sociolinguistic competence.
Components of Communicative Competence
- Discourse competence is the ability to connect sentences in stretches of discourse, creating meaningful wholes. It includes both spoken and written communication, from simple conversation to lengthy texts.
- Linguistic competence involves knowledge of lexical items (words), morphology (word formation), syntax (sentence structure), sentence grammar, semantics (meaning) and phonology (sounds).
- Strategic competence is the ability to compensate for breakdowns in communication, such as imperfect knowledge of rules, limiting factors (like fatigue), distractions, and inattention. This includes techniques like paraphrasing, circumlocution, repetition, hesitation, avoidance, and guessing, as well as adapting register and style.
- Sociolinguistic competence refers to knowing the socio-cultural rules of language and discourse. It requires an understanding of context, participant roles, shared information, and interaction functions. This encompasses aspects like politeness, formality, metaphor, register, and culturally-related aspects of language. This competence can be seen as having both functional and sociolinguistic aspects (sending/receiving intended meanings).
Intercultural Competence (ICC)
- Intercultural competence (ICC) is a person's ability to function in a cultural context differing from their own.
- This includes being aware of and respecting the cultures of others, and behaving in ways that are acceptable to them.
- This definition was proposed by Ur (2012).
Why Intercultural Competence?
- Intercultural competence is considered a fifth language skill due to globalization and the increasing role of English as a global language. This further implies that intercultural competence is now crucial for effective communication.
How to Develop ICC
- The development of ICC involves three levels of training:
- Cognition: Students develop awareness of how culture influences communication in intercultural contexts through problem-solving activities and critical incidents.
- Affect: Students learn to effectively manage their emotional reactions, reduce stress, and embrace cultural differences. This also includes developing cultural empathy and sensitivity.
- Behavior: Students engage in and practice intercultural behaviors. Activities to reach this stage might include role-plays, simulations, and projects.
Stages of Intercultural Approach (Chlopez, 2008)
- Stage 1: Developing awareness of one's own culture.
- Stage 2: Understanding and engaging with the target culture.
- Stage 3: Moving to an intercultural stage, integrating knowledge about multiple cultures.
Classroom Activities to Promote ICC
- Stage 1: One's Own Culture: Research one's own culture and cultural manifestations in, for example, the local village or city for the sharing with all students. Creating a webpage for foreign tourists who are coming to their country. Listening to and understanding experiences of foreigners living in the country..
- Stage 2: The target culture: Using movies, stories, role-playing, dramas. Conducting a quiz on facial expressions and body language and practicing them. Finally, organizing a British Christmas party, including dressing up, decorating, unwrapping presents and singing carols.
- Stage 3: Intercultural stage: Using jigsaw reading activities. Brainstorming about a given culture. Analyzing texts and conversations, looking at real-life objects representing other cultures, as well as project work on different cultures.
Implementation Considerations
- Teachers need to plan appropriate activities for different student ages and skill levels to motivate learners.
- Students need to be encouraged in building a positive attitude for intercultural engagement.
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Description
Explore the essential concepts of communicative and intercultural competence. This quiz covers the interconnected components of communicative competence, including discourse, linguistic, strategic, and sociolinguistic elements. Designed for students and educators looking to deepen their understanding of effective communication.
