Fostering Listening Skills and Initial Intercultural Communicative Competence

Page 1

Liliana Cuesta Medina, PhD

ISBN 978-958-8908-36-6

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Language Teaching, Learning and Research

Luz Dary Arias Soto Luis Fernando Gómez Rodríguez Esperanza Vera Rodríguez

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All in all, this qualitative case study encompasses a wide range of strategic learning stances in the EFL classroom, and acts in response to the needs of learners (and instructors) seeking a critical and analytical process of understanding and examining culture. I suggest that this book be used as a reference for language and interdisciplinary courses, as well as professional development programs that combine studies of language skills development and culture.

Fostering Listening Skills and Initial Intercultural Communicative Competence in EFL Pre-Service Teachers Through the Use of ICT

Additionally, the study strives to provide groundwork to less restrictive approaches for the inclusion of effective computer-assisted language learning in the classroom, demonstrating that an interdisciplinary integration of agents and knowledge for efficient design and practice is possible. A unique aspect of this book is that it illustrates a myriad of features underpinning the design of the hypertext, which was entirely created and validated by the authors.

eaching,

Fostering Listening Skills and Initial Intercultural Communicative Competence in EFL Pre-Service Teachers Through the Use of ICT

Luz Dary Arias Soto Luis Fernando Gómez Rodríguez Esperanza Vera Rodríguez

The increasingly interconnected and knowledge-driven 21st century world calls for groundbreaking changes in language teaching and learning. To convey this objective, the authors of this book cogently fuse key elements within a sound pedagogical proposal that has been carefully designed to demystify the study of intercultural competence in its traditional settings. Not only does their study fine-tune strategies for the development of critical cultural awareness, but it also unveils paths to authentic interaction, critical thinking, and cooperative, collaborative, and self-regulated learning experiences that evolve in an adaptive learner-centered setting. The scenario chosen to expand students’ communicative boundaries is a hypermedia learning environment that invites learners to travel throughout the United States with a dual focus in mind: the development of listening skills and intercultural competence, as well as nurturing a pluralistic view of the learning of English mediated through the use of technologies.


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