Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69618

Pedagogical and praxiological lessons from Internet-mediated intercultural forerign language eduaction research

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Title:Pedagogical and praxiological lessons from Internet-mediated intercultural forerign language eduaction research
Authors:Thorrne, Steven L.
Date Issued:01 Jan 2005
Publisher:Heinle Cengage Learning
Citation:Thorrne, S.L. (2005). Pedagogical and praxiological lessons from Internet-mediated intercultural forerign language eduaction research. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 2-30. http://hdl.handle.net/102015/69618
Abstract:This essay describes research findings, pedagogical methods, and theoretical
frameworks emerging from and contributing to Internet-mediated intercultural foreign language education (ICFLE).ICFLE emphasizes participation in intercultural dialogue and development of the linguistic and metacommunicative resources necessary for doing so.Various models of ICFLE are described and ICFLE studies that address processes of intercultural communication from linguistic, interpersonal, and developmental perspectives
are reviewed. A number of exigent dimensions of ICFLE are also presented, in particular the challenges of implementing successful ICFLE
projects, issues of cultural contestation, and variability in the cultures-of-use
of Internet communication tools used to mediate ICFLE interaction. Throughout, the aim of this chapter is to introduce ICFLE to new audiences and specifically to address the concerns of language program directors and
instructors.In conclusion, a case is made for the potential of ICFLE to re-orient foreign language education from a focus on communicative competence to a focus on intercultural competence.
URI:http://hdl.handle.net/10125/69618
Volume:2005
Appears in Collections: 2005 INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION


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