The Pragmatics Of Intercultural Communicative Competence
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The Pragmatics of Intercultural Communicative Competence
Author: J. César Félix-Brasdefer
language: en
Publisher: Channel View Publications
Release Date: 2025-06-10
This book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.
Intercultural Communication and Language Pedagogy
Author: Zsuzsanna Abrams
language: en
Publisher: Cambridge University Press
Release Date: 2020-08-27
Using diverse language examples and tasks, this book illustrates how intercultural communication theory can inform second language teaching.
Intercultural Communicative Competence and Individual Differences
Author: Judit Dombi
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2021-03
This book presents a concise critical overview of the literature on intercultural communicative competence (ICC) and offers insights into research on this concept. As a novel contribution to the field, the book frames ICC in relation to other learner variables, such as motivation, willingness to communicate, communication apprehension, and self-perceived communication competence. Based on empirical data, the study proposes and tests a model of English majorsâ (TM) ICC interacting with individual differences related to L2 communication. The findings highlight that studentsâ (TM) beliefs about their own performance, their apprehension from communication situations and their language learning motivation were successfully integrated into a new model of intercultural communicative competence as understood in an interactional EFL context.