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First Language Status and Second Language Writing
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In: Theses and Dissertations (2013)
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| 62 |
Effect of Language Background on Metalinguistic Awareness and Theory of Mind
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| 63 |
Toward Linguistically Inclusive Teaching: a curriculum for teacher education and a case study of secondary teachers' learning
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| 64 |
Comunicação e linguagem na creche e no jardim de infância : alguns desafios
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| 65 |
Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders
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In: Open Access Dissertations (2013)
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| 66 |
Metalinguistic Awareness and the Accuracy of Postgraduate TEFL Students’ Writing: Teacher’s Focus vs. Learners’ Focus
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In: Journal of Applied Linguistics, Vol 6, Iss 13, Pp 146-166 (2013) (2013)
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| 67 |
Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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| 68 |
Research on Fostering Intercultural Communication Competence of Foreign Language Learners
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In: Cross-Cultural Communication; Vol 9, No 1 (2013): Cross-Cultural Communication; 5-12 ; 1923-6700 ; 1712-8358 (2013)
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Abstract:
Globalization has made cross-cultural communication a necessity. The mobility of people and the contact between countries have greatly increased cross-cultural communication. Intercultural awareness has become a prerequisite for successful cross-cultural communication. Intercultural awareness is required if a foreign language learner is to achieve the intercultural communication competence, which is now considered to be the major goal of foreign language learning. Intercultural communication competence is multi-dimensional in nature, implicating not only the linguistic competence, but also the power of perceiving and interpreting socio-cultural events, and the behavioral ability of coping independently with cross-cultural encounters. The objective of this paper is to present an overview of how language and culture are dealt with from a cross-cultural perspective, to discuss concerns with defining norms and standards for foreign language learning raised by this perspective, and to consider how to foster the intercultural communication competence by pedagogical approaches that integrate current understandings and researches of language, culture and learning into their curricular and instructional designs.Key words: Intercultural awareness; Intercultural communication competence; Language and culture; Socio-cultural perspective; Curriculum design
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Keyword:
Curriculum design; Intercultural awareness; Intercultural communication competence; Language and culture; Socio-cultural perspective
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URL: https://doi.org/10.3968/j.ccc.1923670020130901.2890
http://cscanada.net/index.php/ccc/article/view/j.ccc.1923670020130901.2890
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| 69 |
Early Dynamic Assessment of Morphological Awareness and Early Literacy Achievement: A Feasibility Study
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In: All Graduate Plan B and other Reports (2013)
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| 70 |
Exploring an invisible medium: Teacher Language Awareness among preservice K 12 educators of English Language Learners ; Doctor of Philosophy
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| 71 |
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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| 72 |
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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