Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England approach underlying the design situated along the Structural, Communicative Language Teaching continuum. References Farida Abderrahim (2007). Phrasal verbs in foreign language acquisition. Paper presented at The Symposium on Second Language Writing, Nagoya, Japan, 15 - 17 September 2007 and at The Sixth Asia TEFL International Conference, Bali, Indonesia, 1-3 August 2008. Sandra Fotos (1994). Integrating grammar instruction and communicative language use through grammar consciousness raising tasks. In TESOL Quarterly 28: 321-51. 4
2 Creating a Virtual Space for Intercultural Communicative Competence Wendy Anderson and John Corbett Creating a Virtual Space for Intercultural Communicative Competence Wendy Anderson and John Corbett University of Glasgow and University of Macau Wendy.Anderson@glasgow.ac.uk This research explores the discursive construction of Intercultural Communicative Competence (ICC) in student interactions in a Moodle VLE, Intercultural Connections. The site has run since 2004, spans three continents, and currently involves participants in Glasgow, La Plata, Argentina, and Kaohsiung, Taiwan. The participants in Scotland are mostly undergraduates, both UK and European exchange students, who are completing a final-year course entitled Culture and English Language Teaching; the participants in Argentina are students of English based in La Plata; and the participants in Taiwan are medical students at Kaohsiung Medical University who are learning English as part of their programme. The facilitators provide a framework of tasks for participants to undertake to promote their own development of Intercultural Communicative Competence, and allow the Glasgow students to see how ICC can be developed in learners of English as a foreign or second language. Intercultural Communicative Competence (ICC) The research reflects on how the participant interactions instantiate ICC, formulated by Byram (1997), the Council of Europe (2001) and Risager (2007) as a set of resources, skills and competences. According to the Common European Framework of Reference for Languages (Council of Europe 2001: 1), “In an intercultural approach, it is a central objective of language learning to promote the favourable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture.” Intercultural Connections features activities which involve the expression and negotiation of participants’ “whole personality and sense of identity”. This involves various types of skill and knowledge, including: knowing the self and the other; knowing how to relate and interpret meaning; knowing how to discover cultural information; knowing how to relativise oneself and value the attitudes and beliefs of others; and critical cultural awareness (Byram 1997; Risager 2007; see also Corbett 2003). 5
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Proceedings of the - British Association for Applied Linguistics

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