Relevant bibliographies by topics / Communicative competence – Study and teaching – Vietnam

Academic literature on the topic 'Communicative competence – Study and teaching – Vietnam'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Communicative competence – Study and teaching – Vietnam"

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Nguyen, Cang Trung, and Diem Thi Kieu Le. "Communicative Language Teaching: Do Tasks and Activities in School Textbooks Facilitate Learners’ Development of Communicative Competence?" Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 688. http://dx.doi.org/10.17507/jltr.1105.04.

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This paper reports a theoretical evaluation and findings from teachers’ and students’ evaluations of activities and tasks in English 6, an English textbook from a series of four textbooks which have been used as the compulsory textbooks for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). It presents results from a study which involved 8 teachers and 126 students in four secondary schools in the Mekong Delta, Vietnam. Combining a theoretical evaluation and the analysis of the data collected from the questionnaires, semi-structured interviews and classroom observation. It is concluded that there is a lack of a variety of activities and tasks and they mostly focus on form. Therefore, they do not help develop learners’ communicative competence. The present study also draws implications regarding how to use teaching materials effectively for EFL/ESL for developing learners’ communicative competence.
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Thai, Hung Le, Thoa Dinh Thi Kim, Lien Vu Phuong, and Vy Nguyen Thi Phuong. "ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model." Journal of Educational and Social Research 12, no. 3 (May 5, 2022): 172. http://dx.doi.org/10.36941/jesr-2022-0076.

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Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence. Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022
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Oanh, Thieu Thi Hoang. "The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence." SOCIAL SCIENCES 9, no. 1 (June 2, 2020): 86–102. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.1.274.2019.

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Teaching cross-cultural knowledge in language teaching is drawing more and more attention nowadays. This study investigated the effect of integrating teaching cross-cultural issues and teaching listening skill on students’ intercultural competence. The participants were 30 Vietnamese students of English as a foreign language (EFL) who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. The study consisted of an experimental study based on a pretest-posttest research design on integration of cross-cultural issues and teaching listening. The intercultural sensitivity self-assessment questionnaire (ISSAQ) that serves as a pre-test at the beginning of the semester is based on the theoretical framework put forth by Bennett and Bennett (2004). It is to elicit a self-assessment of their intercultural knowledge, behaviors and attitudes. During the ten-week intervention, besides helping students master the language and listening skill, the researcher helped promote students’ cross-cultural competence with the process-oriented intercultural teaching mode by Li (2016). At the end of the course, the posttest was given to measure the effects of the integration model on students’ intercultural communication competence. The results of the study suggested that integrating cross-cultural knowledge and language teaching could improve EFL students' intercultural communication competence (ICC).
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Tung, Nguyen Thanh. "A learning-centred approach to teaching linguistic knowledge: Teachers’ perception of teaching periods 1 and 2(/3) in the new English curriculum for secondary schools in Vietnam." SOCIAL SCIENCES 10, no. 2 (December 28, 2020): 11–25. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.2.1342.2020.

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The new curriculum was promulgated at the end of 2018. Therefore, there is a need to investigate how teachers perceive the teaching of linguistic knowledge in addition to skills to develop secondary school learners’ communicative competence. The study was carried out during the three months of July, August and October of 2020 in the three provinces of Kien Giang, Ben Tre and Lam Dong with the participation of 120 teachers from 106 secondary schools. Data were collected in the form of group poster presentations for the first two/three periods in the textbooks for the new curriculum and analyzed according to three aspects of form, meaning and use for linguistic knowledge and their sequence. The findings of the study indicate that the teacher participants have a vague idea about teaching the aspects of linguistic knowledge from a learning-centered approach, do not know their sequence of meaning, form and use, and normally follow the activities and their order in the textbook as the only resort available.
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Nguyen, Thi Hong Minh, and Linh Nguyen Thi Thuy. "Developing Students' Intercultural Communication Competence by Supplementing Local Culture Contents into English Lessons." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (August 3, 2022): 71–80. http://dx.doi.org/10.32996/jeltal.2022.4.3.7.

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The ultimate goal of language learning is to communicate effectively and sensibly in that language, yet during the history of language teaching and learning, a focus on linguistic competence has remained dominant, which has undoubtedly resulted in language learners’ lack of sociolinguistic competence or ―intercultural competence allowing them to be a successful speaker of the language. This study aims to increase students' intercultural awareness and strengthen their understanding of their home culture by integrating local culture contents into English lessons for 9th graders. The intervention lasted 10 weeks in the second semester of the academic year 2021-2022, and 40 students in 9th grade at a junior high school in Thai Nguyen city, Vietnam, were engaged in the study as participants. The study utilized tests and questionnaires as the fundamental research instruments to gather data on augmenting local culture contents into English teaching in order to increase students' intercultural awareness of their surroundings. SPSS version 26.0 was used to process and analyze the results of the pre and post-tests as well as the pre and post-questionnaires. The results showed that the supplementation of local culture contents into English lessons has a positive effect on the participants’ intercultural communication competence. It is therefore proposed that local culture contents should be more regularly integrated into English lessons to develop students’ knowledge of local culture.
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Tran, Du Thanh. "Storytelling to enhance speaking and listening skills for English young learners: A case study at language centers in Binh Duong province." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 18–25. http://dx.doi.org/10.52296/vje.2021.95.

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With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.
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Tran, Du Thanh. "Storytelling to Enhance Speaking and Listening Skills for English Young Learners: A Case Study at Language Centers in Binh Duong Province." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 29–36. http://dx.doi.org/10.52296/vje.2021.64.

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With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.
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Korovyakovsky, D. G., T. Yu Igumentseva, and V. V. Volkova. "Language Training of Customs Affairs Specialists: International and Russian Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 3 (March 28, 2020): 108–18. http://dx.doi.org/10.31992/0869-3617-2020-29-3-108-118.

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The article presents the results of a study of the language training of specialists in the field of Customs affairs in Russia and several of foreign countries. The described international experience in the language training of customs affairs specialists in Australia, vietnam, Germany, China, Moldova, the United States of America allows to indicate its specificity, namely, a bias towards the development of bilingual competence, since a multicultural customs space requires a specialist to have the ability to conduct a dialogue, to know the cultural realities of a native and foreign language, to be able to realize this knowledge in direct communication with international partners.Russian experience of the language training of customs specialists is characterized, on the one hand, by the lack of regionalization and filling in the content of a foreign language on the basis of interdisciplinary integration with the content of the professional cycle disciplines, and on the other, by the widespread use of active teaching methods, information and communication technologies in teaching a foreign language, which positively affects the formation of readiness for professional intercultural communication.The authors conclude that a deeper study of the international experience of language training on the basis of comparative analysis is necessary in order to improve Russian training of a qualified customs specialist who is able to conduct effective professional activities in a foreign language environment.
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Nghia, Vu Nguyen Dinh, and Nguyen Nhat Quang. "Task-Based Language Teaching to Enhance Learner Communicative Competence in Vietnam: A Matter of Opinion?" International Journal of Linguistics, Literature and Translation 3, no. 8 (August 30, 2021): 151–59. http://dx.doi.org/10.32996/ijllt.2021.4.8.22.

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This critical review investigates the efficacy in using Task-based Language Teaching (TBLT) to boost learner communicative competence as TBLT is taking a pioneering role in developing communicative language in Asia and Vietnam. The application of TBLT in Vietnam has faced several problems, including exam-based learning programs, classroom constraints, and teachers' willingness for innovative approaches. Our in-depth analysis exposed why Vietnamese and Asian teachers cannot initially trust TBLT, and overcome these challenges to enhance communicative competence. The thorough review of research works in Asia evinced that (1) TBLT can holistically improve communicative competence and (2) the criticisms against TBLT can be solved with patience, flexibility, strategic task design, and openness. Then, the authors suggested a table for TBLT practitioners to consider based on students’ level of proficiency to cater to different teaching contexts and other pedagogic suggestions to implement TBLT in exam-oriented classes. Finally, we also introduce some research gaps for further investigation.
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Safranj, Jelisaveta. "Students' communicative competence." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 180–94. http://dx.doi.org/10.2298/zipi0901180s.

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Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. Competent communicators attempt to align themselves with each others goals and methods to produce a smooth, productive and often enjoyable dialogue. The aim of this research was to investigate self-perceived communicative competence (SPCC) of students of Engineering Management in General English and English for Specific Purposes (ESP). A longitudinal study was carried out starting with the first year students at the Faculty of Technical Sciences in Novi Sad and was repeated with the same sample of students during their second and third year of study. Participation was voluntary and took place during regular class time. The measure of communicative competence employed was the Self-perceived Communication Competence Scale. The results of the study indicated that differences in SPCC between the years do exist. The SPCC gradually improved between the first, the second and the third year. The research was also motivated by gaining better overview of the teaching activity. An anonymous questionnaire provided many useful hints and ideas for further work and thus, language teacher made a thorough analysis of the overall teaching procedure. However, it is essential to get some feedback and talk to students in order to evaluate both them and ourselves as well as the teaching syllabus.
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Dissertations / Theses on the topic "Communicative competence – Study and teaching – Vietnam"

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Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Dung, Nguyen Hanh, and n/a. "From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060706.113712.

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This Study is concerned with the problems arising from the application of new ideas in communicative language teaching for EFL adult learners in Vietnam, and the solutions to these problems. The Study argues that to learn to communicate effectively in a foreign language does not mean merely to master the linguistic forms of the language, but also to be able to use them in an appropriate way: to acquire what is called communicative competence. The Study also suggests that in Vietnam, the structural system of the language cannot be neglected if teaching/learning is to be successful. Accordingly, the Study attempts to search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam. In order to achieve this aim, the Study enters into consideration of the relevant literature with reference to the development of the concept of communicative competence, and communicative language teaching. Then the Study makes a survey of some communicative-approach-based textbooks pointing out the practical values of different syllabus design models and teaching strategies discussed in the literature. Finally the Study proposes a communicative-structural approach to syllabus design for the target group, the teaching strategies as well as some techniques and activities associated with the suggested approach.
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.

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In recent years, English has become a compulsory subject in schools and many tertiary institutions of Vietnam. The need to train teachers of English is greater than ever before. However, in the Hanoi Foreign Languages Teachers Training College (HFLTTC), English language teaching in general and the teaching of oral skills in particular leave much room for improvement. The students' oral proficiency is far from satisfactory. This problem has inspired the writing of this study report as an attempt to search for an appropriate method to improve the students' communicative competence. The study consists of four chapters. Chapter one will overview some English Language Teaching (ELT) methods in relation to teaching spoken English and their application in Vietnam. Chapter two will consider the context of the HFLTTC where teaching and learning are carried out with a view to identifying an appropriate approach to the problem. Chapter three will outline communicative competence as an objective of the ELT and discuss principles of the communicative approach to attain the objective, and suggest teaching material through which the principles can be applied. Chapter four will recommend the classroom techniques which may improve the students' oral proficiency. This study report should be regarded as an attempt to apply the communicative approach to teaching oral skills to students in the context of Vietnam.
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Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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Chang, Jen-Chieh. "Improving communicative competence in the teaching of English as a foreign language in Taiwan." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1139.

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Fernando, Antoinette Theodora. "Culture and communicative competence : a study of ESL at the tertiary level in Sri Lanka." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/18181.

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Dugmore, Cuan Patrick. "The status of Xhosa and communicative competence in Cape Education Department schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.

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Bibliography: leaves 196-201.
The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to undermine the potential development of pupils' communicative competence in Xhosa. Separate questionnaires which included categorical and open ended questions were posted to Xhosa-teachers, Standard 10 non-mother tongue Xhosa pupils and their parents. The Xhosa teachers administered the questionnaires. There was an 80% response from the total population of CED schools offering Xhosa. The number of subjects included 169 Xhosa pupils, 154 parents and 26 Xhosa teachers. STATGRAPHICS and BMDP were the statistical packages used in the analysis. Chi-Squared tests with the Yates correction for continuity were used to compare frequencies between categorical variables. ANOVA and t-tests were used with continuous variables. Findings indicated the deteriorating status of Xhosa in schools. The low number of CED schools ( 13. 0%) offering Xhosa and a 0. 5% growth rate in Standard 10 pupils doing Xhosa between 1988 and 1991 are an indication of this. The lack of encouragement and support for Xhosa from schools and the CED, coupled with problematic subject choice options, the Xhosa syllabus and the examination system, has affected the status of Xhosa and the motivation of pupils adversely. In the survey, pupils had low communicative competence in Xhosa levels of perceived due to the lack of informal, natural acquisition environments and the over- emphasis of grammatical aspects in the classroom and in examinations. Furthermore, the lack of quality primary and secondary education based on negatively affected pupils' second language theory has attitudes, motivation and communicative competence levels in Xhosa. The recognition of the importance of African languages in a future non-racial South Africa in the current language debate has highlighted the contradiction that exists today. This contradiction necessitates the urgent re-assessment of language and education policies, strategies and teaching methodologies in order to uplift the status of African languages and improve the levels of competence in the target language amongst school pupils.
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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.

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Yeh, Wai Man Helen. "Students' perspection of communicative language teaching : a study of the effects of oral communicative activities in a post-secondary EFL classroom." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/409.

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Huang, Shu-Hsien. "Developing the English communicative competence of junior college students in Taiwan: A curriculum design project." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1149.

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Books on the topic "Communicative competence – Study and teaching – Vietnam"

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Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters, 1997.

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Bill, VanPatten, ed. Making communicative language teaching happen. New York: McGraw-Hill, 1995.

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Bill, VanPatten, ed. Making communicative language teaching happen. 2nd ed. Boston: McGraw-Hill, 2003.

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Georges, Duquette, ed. Second language practice: Classroom strategies for developing communicative competence. Clevedon [England]: Philadelphia, 1995.

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1967-, Taguchi Naoko, ed. Pragmatic competence. Berlin: Mouton de Gruyter, 2009.

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Little, D. G. Towards a communicative curriculum for Irish. Dublin: Centre for Language and Communication Studies, Trinity College, in association with Bord na Gaeilge, 1986.

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K, Das Bikram, and Regional Language Centre, eds. Communicative language teaching: Selected papers from the RELC Seminar on "Communicative Language Teaching", Singapore, 23-27 April 1984. [Singapore]: Published by Singapore University Press for SEAMEO Regional Language Centre, 1985.

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Bérard, Évelyne. L' approche communicative: Théorie et pratiques. Paris: CLE International, 1991.

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Linguistic and communicative competence: Topics in ESL. Clevedon: Philadelphia : Multilingual Matters, 1992.

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Brandl, Klaus. Communicative language teaching in action: Putting principles to work. Seattle: University of Washington, 2008.

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Book chapters on the topic "Communicative competence – Study and teaching – Vietnam"

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Polio, Charlene, and D. Philip Montgomery. "Applying a communicative competence framework to the study and teaching of second language writing." In Communicative Competence in a Second Language, 152–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003160779-12.

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Monteiro, Ana Lúcia Tavares. "The assessment of English in aeronautical radiotelephony communications: a mixed methods study." In Aviation English - A global perspective: analysis, teaching, assessment, 223–44. Bookerfield Editora, 2022. http://dx.doi.org/10.53268/bkf22080512.

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The high-stakes context of international radiotelephony (RT) communication, in which pilots and air traffic controllers (ATCOs) use aviation English (AE) as a lingua franca, requires a robust testing policy that is clear and fair to all stakeholders. The ICAO Language Proficiency Requirements have been criticized for their lack of fit with pilots’ and ATCOs’ real-life communicative needs, for both native and non-native speakers of English (Douglas, 2014; Kim, 2012). This paper reports on a multiphase mixed methods study that investigated the proficiency construct (awareness, knowledge, skills, and attitudes) in pilot-ATCO intercultural RT, following Fulcher and Davidson’s (2007) test development framework. Drawing on theoretical and empirical studies in the domains of Aviation English, English as a Lingua Franca, Intercultural awareness, and Interactional competence, the communicative demands of pilots and ATCOs involved in intercultural RT communications and how they can be specified within a construct framework and operationalized as test tasks were explored. Integration of findings underscored the value of a broader view of professional communicative competence for intercultural RT communication and the importance of giving voice to aviation stakeholders in all phases of the test development process.
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Akbarov, Azamat. "Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students." In Intercultural Foreign Language Teaching and Learning in Higher Education Contexts, 197–210. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8128-4.ch010.

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This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.
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Marinković, Ivana, and Dragana Pešić. "THE ROLE OF ALTERNATIVE ASSESSMENT METHODS IN COMMUNICATIVE LANGUAGE TEACHING." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Jezička istraživanja, 515–34. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkaj.2022.31.

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Foreign language instruction has suffered significant methodological changes due to the shift to student-centred learning and communicative language teaching. However, language assessment still defies these changes. The tendency to use summative assessment methods is contradictory to the desired development of students’ communicative competence. This gap must be bridged in order to motivate students to participate in communicative activities and achieve the determined outcomes, which calls for the introduction of alternative assessment methods. This paper aims to determine the effectiveness of self- and peer assessment of oral presentations at the tertiary level of education, and whether they can yield results compatible with teachers’ rating of student performance. This research uses a case-study approach with a questionnaire designed to assess the content and organisation of oral presentations, the speaker’s language use, manner and interaction with the audience. The research results not only indicate whether the alternative methods provide qualitative information as a necessary complement to summative assessment, but also how successful they could be as motivation boosters and what additional steps should be taken to make them more reliable and valid indicators of student performance.
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Lee, Lina. "Promoting Interpersonal and Intercultural Communication With Flipgrid." In New Technological Applications for Foreign and Second Language Learning and Teaching, 261–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch013.

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The chapter reports a Spanish-American intercultural exchange through which L2 learners used asynchronous video discussions to exchange cross-cultural perspectives. The study involved 37 university students who carried out CMC tasks over a 14-week period. Using quantitative and qualitative data collection, the study explored the affordances and challenges of using asynchronous video discussions for intercultural learning. Findings revealed that students demonstrated interpersonal communication skills and strategies to interact with their distant partners, and gained intercultural competence. The study suggests that a personal commitment to the online exchange is essential to maximize the potential of asynchronous CMC to promote active interaction. The study concludes with pedagogical implications for practitioners interested in implementing virtual exchange projects using video discussions to develop learners' interpersonal and intercultural communicative competence.
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Seidl, Eva. "On Promoting Social Justice in the Privileged and Multilingual Study Abroad Context." In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication, 200–217. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5083-3.ch011.

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This chapter focuses on the multilingual and multicultural classroom in the privileged context of study abroad. In such an international classroom, exchange students from diverse academic, linguistic, and cultural backgrounds meet and interact for a limited period of time. However, too often, the interplay between privilege and responsibility is not adequately addressed, and the study abroad context misses the chance of educational justice-oriented work. The purpose of this chapter is to link social justice education with intercultural communicative competence as well as with culturally and emotionally responsive teaching practices.
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Tran, Thao Quoc, and Tham My Duong. "EFL Graduate Students' Intercultural Language Learning and Intercultural Competence." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts, 302–18. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5034-5.ch017.

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Being able to function appropriately and effectively in multicultural situations is one of the must-have skills for the 21st-century citizens. Particularly, in the ambience of the international education in which the English language is employed as a mean of instruction, students should be fluent in the English language as well as interculturally competent. This chapter presents a study exploring EFL graduate students' perceptions of intercultural language learning and their level of IC at a multicultural higher education institution in Thailand. A cohort of 91 EFL graduate students of different nationalities (Cambodia, China, Thailand, and Vietnam) participated in answering the questionnaires. The findings revealed that EFL graduate students perceived the intercultural language learning positively and had a high level of IC. Additionally, a positive correlation between participants' perceptions of intercultural language learning and their level of IC. Nevertheless, they perceived the intercultural language learning similarly and possessed a similar level of IC regardless of nationalities.
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Mondal, Subhra Rani. "A Systematic Study for Digital Innovation in Management Education." In Research Anthology on Business and Technical Education in the Information Era, 1439–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch080.

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The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.
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Mondal, Subhra Rani. "A Systematic Study for Digital Innovation in Management Education." In Digital Innovations for Customer Engagement, Management, and Organizational Improvement, 104–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5171-4.ch006.

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The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.
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Glumova, Elena Petrovna, and Elena Gennadievna Sokolova. "Lawyer's ICC as a Result of Integration of Linguo-Didactics, Linguoculturology, and Jurisprudence." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 173–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch010.

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In terms of the current complicated socio-cultural and economic situations in the global communication system, achieving international cooperation becomes a challenge for Russia. A lawyer carries out legal regulations of interstate disputes with peaceful measures in the process of foreign language professional communications. One of the most important factors of successful international activity in the legal sphere is to master lawyer's intercultural communicative competence (ICC), as knowledge of foreign linguocultural features of verbal and non-verbal lawyers' behavior contributes to mutual understandings in professional interactions. The structure and content of a lawyers' ICC indicates its integrative nature, which enabled the authors to recognize an ESP approach in the intercultural context as a modern and perspective variant of integrated foreign language teaching for future law bachelors. This study offers methodological recommendations to implement an ESP model aimed at the development of lawyer's intercultural communicative competence.
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Conference papers on the topic "Communicative competence – Study and teaching – Vietnam"

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Li, Na. "Study on the Communicative Competence Cultivation in English Teaching." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.308.

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Yi, Xiaoxiao. "A study on the cultivation model of intercultural communicative competence in foreign language teaching." In 2020 International Conference on Information Science and Education (ICISE-IE). IEEE, 2020. http://dx.doi.org/10.1109/icise51755.2020.00010.

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Liu, Juanyin. "Study on Scene Play Teaching of Higher Vocational English Based on Improving English Communicative Competence." In 2014 International Conference on Education Technology and Social Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icetss-14.2014.31.

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Kochkonbaeva, Sonaim I., Cholpon A. Tynybekova, Adelya D. Babaeva, Dinara A. Salieva, and Arzykan N. Shamuratova. "Conceptual foundations for forming students’ communicative competence through the use of multimedia technologies in the process of studying English." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.oakw8094.

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In terms of international integration processes in the system of higher education of the Republic of Kyrgyzstan and an increase in the proportion of foreign students, the issue of development of the communicative competence of future specialists becomes crucially acute. An analysis of foreign practice shows that the developed foreign concepts of teaching the “English language” academic discipline are being implemented with great difficulties. The scientific novelty of the study lies in the attempt made by the authors to answer the research question posed in the article related to the substantiation of the conceptual foundations for the formation of communicative competence in the course of studying the “English language” academic discipline using multimedia technologies. The assessment of the reliability of the presented results is based on an integrative approach, on the methods of analysis and synthesis of scientific literature. A comparative analysis of foreign experience in the formation of students’ communicative competence shows that the problem under study has not been sufficiently developed. The components of communicative competence are substantiated. The existing foreign concepts of the formation of communicative competence are analyzed. The analysis of domestic and foreign studies made it possible to establish that most of the scientific provisions put forward in the concept, characterizing the features of the formation of communicative competence using multimedia technologies, have been confirmed in other studies and do not contradict them. The results of the study are important for the theory and methodology of teaching English in higher education.
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Davidova, Jelena, and Irena Kokina. "Study environment in the context of HEI study quality assurance: Case study at Daugavpils University (Latvia)." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9047.

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In recent years the system of higher education quality assurance has undergone several essential changes: a greater emphasis is being laid on the qualification framework, on student-centered learning and study results, the development of the teaching staff, active students’ participation in the assessment of the study process. The given study is oriented towards studying students’ opinions about the quality assurance of a study process at Daugavpils University (DU), Latvia. The participants of this study were 60 students from 12 master and doctoral study programs at Daugavpils University. The analysis of structured interviews with the students made it possible to identify the typical characteristic features of DU internal quality assessment. The research showed that students assess highly lecturers’ personal qualities (attitude to their profession, personal interest in students’ success, empathy, striving for cooperation) and their professional qualities (knowledge of the subject, didactic and communicative competence, and ability to get the feedback from students as well). To promote the cooperation between the students and the academic staff of DU, it is useful to practice trans-disciplinary out-of-study forms, which contribute to a deeper understanding of the study content, of topicalities in global education and possibilities of synergetic thinking in cooperation with students and lecturers. Keywords: quality assurance, higher education institution
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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.

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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities – that is to say, a new literacy to the persons. In addition, the COVID-19 era inserted the processes and practices of professional training in the Internet's digital ecosystem, also demanding from its actors new interaction regimes with the educational practices that arise in this context. Digital platforms start to mediate the relationships of these actors with knowledge, configuring new ways of life for the learner. To identify the characteristics of the profile of these students and how they are relating to these emerging educational practices, we are developing a project entitled “Transmedia literacy in the era of education platform”, whose objective is to identify and analyze the produced and circulated transmedia literacy by students enrolled in professional training courses and inserted in educational practices mediated by digital technologies. We understand Transmedia Literacy as a communicative competence carried out in the universe of cultural and media convergence of the digital age, and as a theoretical-methodological proposal for research, teaching, and learning of transmedia communicative practices of reading, interpreting, producing, and disseminating texts. This proposal is based on transdisciplinary relationships from cross-relationships between the assumptions of the area of Social Communication, Linguistics, and discursive Semiotics. It is part of a context of cultural and transmedia convergence to which subjects migrate their social practices in an ever-accelerating manner. Assuming that literacy problems directly impact the teaching and learning processes of students in professional training processes, we propose to carry out a comparative study between the literacy skills of students in educational practices mediated by the digital platforms of formal education and their literacy daily life produced in the digital spaces through which they transit. We aim to identify the interaction regimes, types, and degrees of literacy and, therefore, the relationship of students with the knowledge offered by institutions. With Castells (2007), we consider that there is a great cultural and technological gap between today's youth and a school system that did not evolve along with society and the digital environment. Thus, it is intended that the results of this research have a direct impact on formal educational practices, offering data and a methodological proposal that allows institutions and professors to adapt their practices to the profile of their students, improving their relationship with the processes and practices of teaching and learning, thus ensuring excellence in the processes and practices of professional training in the areas of Art and Design.
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Anspoka, Zenta. "Some Aspects of Teaching Latvian Grammar at School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.59.

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The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in the country (2007–2021) and other research on language competence of basic and secondary education students. The aim of the research is to analyze the content and methodology of grammar teaching in basic school and in secondary school for students’ language competence. The methodology of the study is based on linguistics, linguistic didactics, cognitivism and sociocultural theories. The empirical data have been obtained by analyzing the Latvian language learning process and the quality of the essays (content analysis of 409 essays of the 12th grade secondary school students in School Year 2018/2019 according to the previously developed criteria based on theories). The results of the research show that students learn the grammar rules mainly formally, without linking them to a specific communicative purpose. More attention should be paid to students’ work with authentic texts, pupils’ own texts as well as study texts used for the acquisition of the content of other subjects. In the didactics of the Latvian language more attention should be paid to the students’ sense of language as the ability to perceive, emotionally recognize and evaluate the use of language. The significance of the results lies in the aspect that they reveal the real situation and enable us to develop recommendations for the improvement of the Latvian language learning process.
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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.
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Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.

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A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
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Reports on the topic "Communicative competence – Study and teaching – Vietnam"

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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