Version 22-03-8

Lecture: “Intercultural Communicative Competence in foreign language teaching and learning: A comparison of the situations in Morocco and Germany in tertiary education”

Modern communication increases interaction through the use of new technologies which, in turn, urges learners to communicate with people who are geographically distant, and linguistically and culturally different. Priority is given to the educational system to prepare learners to the 21st century intercultural encounters and global interdependence. Linguistics, in general, and some of its ramifications, in particular, such as sociolinguistics and intercultural pragmatics have highlighted the intertwined relationship between language and culture (Risager, 2007). Foreign language education is itself, by definition, an intercultural enterprise (Secru, L et al, 2005). My empirical research aims to investigate how intercultural communication (IC) is taught in the English departments at Moulay Ismail University (Meknes, Morocco) and Bonn University (Bonn, Germany). It also identifies the EFL teaching strategies and their impact on students’ performance. More specifically, this research seeks (a) to test the level of intercultural communicative competence (ICC) of students enrolled in these two universities, (b) to compare the level of ICC among students who are affiliated in intercultural clubs and those who are not; and (c) to investigate the impact of abroad experience on ICC development. Moreover, this study will elicit ways to develop ICC in higher education from the respondents’ results.
To execute this project several procedures are being implemented in terms of collecting, analysing and interpreting data. The selection of the research approach is based on the research problem and the issue in question, the researcher’s personal experiences and the audiences (Creswell, 2012). Since my study aims to explore and understand groups’ behaviours and attitudes towards a social phenomenon and attempts also to test theoretical models by examining the relationship among variables, mixed methods will be used.
Presenting in STaPs 18 the methodological challenges I encountered, the objective of my presentation this time is to share with fellow PhD researchers the process of conducting an empirical pilot study which holds an outlook into current / potential future results and applications. The main focus will be on the methodological process of collecting and analysing data.

References
John W. Creswell (2012). Educational Research: planning, conducting and evaluating quantitative and qualitative research.
John W. Creswell (2013). Research Design: Quantitative, Qualitative and Mixed Method Approaches.
Karen Risager (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm.
Secru, L. et al. (2005). Foreign Language Teachers and Intercultural Competence: An international investigation. Clevedon: Multilingual Matters.

“Intercultural Communicative Competence in foreign language teaching and learning: A comparison of the situations in Morocco and Germany in tertiary education”
Nadya Izzaamiouine (Bonn Universität)
Modern communication increases interaction through the use of new technologies which, in turn, urges learners to communicate with people who are geographically distant, and linguistically and culturally different. Priority is given to the educational system to prepare learners to the 21st century intercultural encounters and global interdependence. Linguistics, in general, and some of its ramifications, in particular, such as sociolinguistics and intercultural pragmatics have highlighted the intertwined relationship between language and culture (Risager, 2007). Foreign language education is itself, by definition, an intercultural enterprise (Secru, L et al, 2005). My empirical research aims to investigate how intercultural communication (IC) is taught in the English departments at Moulay Ismail University (Meknes, Morocco) and Bonn University (Bonn, Germany). It also identifies the EFL teaching strategies and their impact on students’ performance. More specifically, this research seeks (a) to test the level of intercultural communicative competence (ICC) of students enrolled in these two universities, (b) to compare the level of ICC among students who are affiliated in intercultural clubs and those who are not; and (c) to investigate the impact of abroad experience on ICC development. Moreover, this study will elicit ways to develop ICC in higher education from the respondents’ results.
To execute this project several procedures are being implemented in terms of collecting, analysing and interpreting data. The selection of the research approach is based on the research problem and the issue in question, the researcher’s personal experiences and the audiences (Creswell, 2012). Since my study aims to explore and understand groups’ behaviours and attitudes towards a social phenomenon and attempts also to test theoretical models by examining the relationship among variables, mixed methods will be used.
Presenting in STaPs 18 the methodological challenges I encountered, the objective of my presentation this time is to share with fellow PhD researchers the process of conducting an empirical pilot study which holds an outlook into current / potential future results and applications. The main focus will be on the methodological process of collecting and analysing data.

References
John W. Creswell (2012). Educational Research: planning, conducting and evaluating quantitative and qualitative research.
John W. Creswell (2013). Research Design: Quantitative, Qualitative and Mixed Method Approaches.
Karen Risager (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm.
Secru, L. et al. (2005). Foreign Language Teachers and Intercultural Competence: An international investigation. Clevedon: Multilingual Matters.

Info

Day: 2022-03-26
Start time: 10:15
Duration: 00:30
Room: Celan
Track: Soziolinguistik
Language: en

Links:

Files

Feedback

Click here to let us know how you liked this event.

Concurrent Events