Original Article
A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
Abstract
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom.
Citing Literature
Number of times cited: 3
- Julie M. Sykes, Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics, The Handbook of Technology and Second Language Teaching and Learning, (118-133), (2017).
- Yan Xie, 美国汉语学习者的理想汉语自我, Chinese as a Second Language Research, 6, 2, (2017).
- Gaby Semaan and Kasumi Yamazaki, The Relationship Between Global Competence and Language Learning Motivation: An Empirical Study in Critical Language Classrooms, Foreign Language Annals, 48, 3, (511-520), (2015).
