Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach

References

Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.10.1016/j.system.2006.12.008Suche in Google Scholar

Amadasi, S., & Holliday, A. (2017). Block and thread intercultural narratives and positioning: Conversations with newly arrived postgraduate students. Language and Intercultural Communication, 17(3): 1-16.10.1080/14708477.2016.1276583Suche in Google Scholar

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.Suche in Google Scholar

Byram, M. (2012). Language awareness and (critical) cultural awareness-relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-13.10.1080/09658416.2011.639887Suche in Google Scholar

Byram, M. (2014). Teaching and assessing intercultural communicative competence. Shanghai Foreign Language Education Press.Suche in Google Scholar

Campbell, C., & Kryszewska, H. (1992). Learner-based teaching. Oxford University Press.Suche in Google Scholar

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.Suche in Google Scholar

Hall, E. T. (1976). Beyond culture. Anchor Press.Suche in Google Scholar

Holliday, A. (2016). Difference and awareness in cultural travel: Negotiating blocks and treads. Language and Intercultural Communication, 16(3), 318-331.10.1080/14708477.2016.1168046Suche in Google Scholar

Holliday, A. (2018). Designing a course in intercultural education. Intercultural Communication Education, 1(1), 4-11.10.29140/ice.v1n1.24Suche in Google Scholar

Holliday, A. (2020). Culture, communication, context and power. In Jackson, J. (Ed.), Routledge handbook of language and intercultural communication, 2nd ed. (pp. 39-52). Routledge.10.4324/9781003036210-4Suche in Google Scholar

Holliday, A. R. (2011). Intercultural communication and ideology. Sage.10.4135/9781446269107Suche in Google Scholar

Holliday, A. R. (2013). Understanding intercultural communication: Negotiating a grammar of culture. Routledge.10.4324/9780203492635Suche in Google Scholar

Hu, W. Z. (1999). Intercultural communication series. Foreign Language Teaching and Research Press.Suche in Google Scholar

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University PressSuche in Google Scholar

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.10.1111/j.1467-971X.2009.01582.xSuche in Google Scholar

Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49-85.10.1515/eip-2015-0003Suche in Google Scholar

Jia, Y. X. (1997). Intercultural communication. Shanghai Foreign Language Education Press.Suche in Google Scholar

Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.Suche in Google Scholar

Kumaravadivelu, B. (1994). The post-method condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-47.10.2307/3587197Suche in Google Scholar

Kumaravadivelu, B. (2001). Toward a post method pedagogy. TESOL Quarterly, 35, 537-560.10.2307/3588427Suche in Google Scholar

Ladegaard, H. J. (2015). Personal experience and cultural awareness as resources in teaching intercultural communication: A Hong Kong case study. In G. E. Slethaug & J. Vinther (Eds.), International teaching and learning at universities: Achieving equilibrium with local culture and pedagogy (pp. 111-134). Palgrave Macmillan US.10.1057/9781137475145_7Suche in Google Scholar

Lewis, B. (2019). How to create teachable moments in the classroom. https://www.thoughtco.com/what-is-a-teachable-moment-2081657 Retrieved June 26, 2021.Suche in Google Scholar

Liu, Y. (2012). 文化全球化背景下跨文化交际教学的范式转变[Paradigm shift in intercultural communication education in the context of cultural globalization]. Foreign Language Education in China, 5(4), 29-35+62.Suche in Google Scholar

Miner, H. (1956). Body Ritual among the Nacirema. American Anthropologist, 58(3): 503-507.10.1515/9783110856064.134Suche in Google Scholar

Ministry of Education of China. (2020a). 大学英语教学指南[National teaching guide for college English education]. Beijing: Higher Education Press.Suche in Google Scholar

Ministry of Education of China. (2020b). 教育部全面推进高校课程思政建设[Promoting morality education in Chinese tertiary institutions nationwide]. http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202006/t20200604_462550.html.Retrieved November 5, 2020.Suche in Google Scholar

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books Inc.Suche in Google Scholar

Snow, D. (2015). English teaching, intercultural competence, and critical incident exercises. Language & Intercultural Communication, 15(2), 285-299.10.1080/14708477.2014.980746Suche in Google Scholar

Sun, Y. Z. (2016). 外语教育与跨文化能力培养[Foreign language education and intercultural competence development]. Foreign Languages in China, 13(3), 1+17-22.Suche in Google Scholar

Ting-Toomey, S. (1999). Communicating across cultures. Guilford Press.Suche in Google Scholar

Xu, H. C., & Gao, Y. H. (2014). 四次大型国际活动前后大学生志愿者对世界英语的态度[Attitudes towards World Englishes held by Chinese student volunteers before and after four international events]. Foreign Language Education, 35(1), 43-48.Suche in Google Scholar

Xu, L. S. (Ed.). (2004). Intercultural communication in English. Shanghai Foreign Language Education Press.Suche in Google Scholar

Zheng, X., & Gao, Y. H. (2017). Language attitude education as ICC facilitation: An explorative class. Chinese Journal of Applied Linguistics, 40(1), 3-20.10.1515/cjal-2017-0001Suche in Google Scholar