Kültürlerarası yeterliliğin İngilizcenin ortak dil olarak kullanıldığı iş bağlamlarına yönelik öğrenimi ve öğretimi
Öz
Yetkin dil kullanıcısının yeni tanımına uygun
olarak, 21. yüzyılda ikinci/ yabancı dil öğrencilerinden yalnızca dil
yetkinliği değil aynı zamanda kültürlerarası yetkinliği kazanmaları ve bu
yetkinliği geliştirmeleri beklenmektedir. Modern dünyamız uluslararası
iletişimi gittikçe daha fazla gerekli kılarken, kültürlerarası yeterlilik olgusunun,
ikinci ve yabancı dil öğrencilerinin daha etkin bir biçimde iletişim
kurmalarına olanak sağladığı varsayılmaktadır.
Bu nedenle, kültürlerarası yeterliliğe sahip dil öğrencisi kavramı, son
yıllarda özellikle İngilizcenin iş yaşamında ortak bir dil olarak kullanıldığı
(BELF), bireyler ve kuruluşların uluslararası iletişim kurdukları ve bu
iletişimi sürdürmeye çalıştıkları bağlamlarda oldukça dikkat çekmiştir. Söz
konusu bağlamın (BELF) dil yetkinliği ile ilintili kısımları ve iş alanına
yönelik önemli boyutları ilgili literatürde çeşitli açılardan incelenmesine
rağmen, bu bağlamlarda kültürlerarası yetkinlik kavramının nasıl
sağlanabileceği hususu yeterli ölçüde ele alınmamıştır. Kültürlerarası
yeterliliğin etkili iletişimde oynadığı başat rol göz önünde bulundurulduğunda,
bu makalede, kültürlerarası yeterliliğin bahsi geçen bağlamlarda kültürlerarası
farkındalık, bilgi, beceri ve yatkınlık gibi hususları desteklemek amacıyla
nasıl ele alınabileceği tartışılmaktadır. Makalede, bahsi geçen amaçları
gerçekleştirmenin olası yolları ve İngilizce öğrenenlerin kültürlerarası
becerilerini geliştirmek için kullanılabilecek eğitimsel etkinlikler ele
alınmaktadır. Ayrıca, bu makalede, müfredat tasarımcılarına, materyal
geliştiren uzmanlara, iş İngilizcesi öğreten İngilizce öğretmenlerine ve bu
bağlamda dil öğrenen öğrencilere kültürlerarası yeterliliği artırmak için
yardımcı olabilecek uygulamaya yönelik birtakım öneriler sunulmaktadır.
Anahtar Kelimeler
Kültürlerarası yeterlilik ortak dil olarak İngilizce iş İngilizcesi kültürlerarası öğrenme/öğretim
Kaynakça
- Akar, D., & L. Louhiala-Salminen (1999). Towards a new genre: A comparative study of business faxes. In Bargiela-Chiappini F. & C. Nickerson (Eds.), Writing Business: Genres, Media and Discourses (pp. 227-254). London and New York: Longman. Akar, D. (2002). The macro contextual factors shaping business discourse: The Turkish case. IRAL, 40(4), 305-322. Altbach, P. G. (2007). The imperial tongue: English as the dominating academic language. Economic and Political Weekly, 27(3), 3608-11. Black, J., & Mendenhall, M. (1990). Cross-cultural training effectiveness: A review and theoretical frame-work for future research. Academy of Management Review, 15, 113-36. Byram, M. (2000). Assessing intercultural competence in language teaching, Sprogforum, 18(6), 8-13. Byram, M., & Zarate, G. (1997). Defining and assessing intercultural competence: Some principles and proposals for the European context. Language Teaching, 29, 14-18. Byram, M., Nichols, A., & Stevens, D. (Eds.). (2003). Developing intercultural competence in practice. Clevedon, UK: Multilingual Matters. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. Chang, S. J. (2010). When East and West meet: An essay on the importance of cultural understanding in global business practice and education. Journal of International Business and Cultural Studies, 2, 1-13. Clouet, R. (2008). Intercultural language learning: Cultural mediation within the curriculum of translation and interpreting studies. IBERICA, 16, 147-168. Collins, K. (2008). Exploring business. Upper Saddle River, NJ: Pearson Prentice Hall. Francis, N. P. (1991). When in Rome? The effects of cultural adaptation on intercultural business negotiations. Journal of International Business Studies, 22(3), 403-428. Hofstede, G. (1984). Culture's consequences: International differences in work-related values. Beverly Hills, CA: Sage. Kankaanranta, A., & Louhiala-Salminen, L. (2010). “English?–Oh, it’s just work!”: A study of BELF users’ perceptions. English for Specific Purposes, 29(3), 204-209. Kita, S. (2009). Cross-cultural variation of speech-accompanying gesture: A review. Language and Cognitive Processes, 24(2), 145-167. Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds), Language learning in intercultural perspective (pp. 16-31). Cambridge: Cambridge University Press, 16-31. Kublin, M. (1995). International negotiating: A primer for American business professionals. New York, NY: International Business Press. Lee, K. Y. (2012). Teaching intercultural English learning/teaching in World Englishes: Some classroom activities in South Korea. English Teaching: Practice and Critique, 11(4), 190-205. Marckwardt, A. (1972). Changing winds and shifting sands. MST English Quarterly, 21, 3-11. Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55(4), 339-347. Numprasertchai, H. P., & Swierczek, F. W. (2006). Dimensions of success in international business negotiations: A comparative study of Thai and international business negotiators. Journal of Intercultural Communication, 11, 1-17. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press Planken, B., Van Hooft, A., & Korzilius, H. (2004). Promoting intercultural communicative competence through foreign language courses. Business Communication Quarterly, 67(3), 308-315. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239. Sercu, L. (2005). Teaching foreign languages in an intercultural world. In L. Sercu, E. Bandura, P. Castro, L. Davcheva, C. Laskaridou, U. Lundgren, M. Méndez García, and P. Ryan (Eds), Foreign language teachers and intercultural competence (pp. 1-18). Clevedon: Multilingual Matters. Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55-72. Tung, R., & Thomas D. (2003). Human resource management in a global world: The contingency framework extended. In Tjosvold, D. & Kwok, L. (Eds.), Cross-cultural management foundations and the future. Hampshire, England: Ashgate. Ulijn, J., & Li, X. (1995). Is interrupting impolite? Some temporal aspects of turn-taking in Chinese-Western and other intercultural business encounters. Text, 15, 4, 589-627. Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecommunication. The Modern Language Journal, 82(2), 190-205. Yamazaki, Y., & Kayes, C. (2004). An experiential approach to cross-cultural learning: A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning and Education, 3(4), 362-379. Zhang, Z. (2013). Business English students learning to write for international business: What do international business practitioners have to say about their texts?. English for Specific Purposes, 32(3), 144-156. Zonis, M., Lefkowitz, D. & Wilkin, S. (2003). The Kimchi Matters: Global business and local realities in a crisis-driven world. Agate Publishing: Evanston, Illinois.
Öz
In line with the new definition of competent
language user, the 21st-century second/foreign language learners are expected
to acquire and develop not only linguistic competence but also intercultural
competence. Intercultural competence is assumed to enable foreign/second
language learners to communicate effectively in the modern era which
increasingly calls for engaging in intercultural communication. Thus, within
the last few decades, the notion of interculturally competent language learner
has gained considerable attention particularly in English as a lingua franca in
business (BELF) contexts where
individuals and organizations establish and maintain international
communication. Although fundamental linguistic and work-related features of
BELF have been scrutinized in the relevant literature, the notion of
intercultural competence in the BELF context has not been addressed thoroughly.
Given the centrality of intercultural competence to establishing effective
communication, this article discusses how intercultural competence can be
enhanced in BELF classes to promote intercultural awareness, knowledge and
skills and how dispositions of language learners toward intercultural learning
can be fostered. It elaborates on the possible means of achieving these goals
and tasks that can be used to hone intercultural skills of English language learners.
Moreover, it provides curriculum designers, material developers, BELF teachers
and English language learners with practical implications that could stimulate
intercultural competence.
Anahtar Kelimeler
Intercultural competence English as a lingua franca business English intercultural learning/teaching
Kaynakça
- Akar, D., & L. Louhiala-Salminen (1999). Towards a new genre: A comparative study of business faxes. In Bargiela-Chiappini F. & C. Nickerson (Eds.), Writing Business: Genres, Media and Discourses (pp. 227-254). London and New York: Longman. Akar, D. (2002). The macro contextual factors shaping business discourse: The Turkish case. IRAL, 40(4), 305-322. Altbach, P. G. (2007). The imperial tongue: English as the dominating academic language. Economic and Political Weekly, 27(3), 3608-11. Black, J., & Mendenhall, M. (1990). Cross-cultural training effectiveness: A review and theoretical frame-work for future research. Academy of Management Review, 15, 113-36. Byram, M. (2000). Assessing intercultural competence in language teaching, Sprogforum, 18(6), 8-13. Byram, M., & Zarate, G. (1997). Defining and assessing intercultural competence: Some principles and proposals for the European context. Language Teaching, 29, 14-18. Byram, M., Nichols, A., & Stevens, D. (Eds.). (2003). Developing intercultural competence in practice. Clevedon, UK: Multilingual Matters. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. Chang, S. J. (2010). When East and West meet: An essay on the importance of cultural understanding in global business practice and education. Journal of International Business and Cultural Studies, 2, 1-13. Clouet, R. (2008). Intercultural language learning: Cultural mediation within the curriculum of translation and interpreting studies. IBERICA, 16, 147-168. Collins, K. (2008). Exploring business. Upper Saddle River, NJ: Pearson Prentice Hall. Francis, N. P. (1991). When in Rome? The effects of cultural adaptation on intercultural business negotiations. Journal of International Business Studies, 22(3), 403-428. Hofstede, G. (1984). Culture's consequences: International differences in work-related values. Beverly Hills, CA: Sage. Kankaanranta, A., & Louhiala-Salminen, L. (2010). “English?–Oh, it’s just work!”: A study of BELF users’ perceptions. English for Specific Purposes, 29(3), 204-209. Kita, S. (2009). Cross-cultural variation of speech-accompanying gesture: A review. Language and Cognitive Processes, 24(2), 145-167. Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds), Language learning in intercultural perspective (pp. 16-31). Cambridge: Cambridge University Press, 16-31. Kublin, M. (1995). International negotiating: A primer for American business professionals. New York, NY: International Business Press. Lee, K. Y. (2012). Teaching intercultural English learning/teaching in World Englishes: Some classroom activities in South Korea. English Teaching: Practice and Critique, 11(4), 190-205. Marckwardt, A. (1972). Changing winds and shifting sands. MST English Quarterly, 21, 3-11. Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55(4), 339-347. Numprasertchai, H. P., & Swierczek, F. W. (2006). Dimensions of success in international business negotiations: A comparative study of Thai and international business negotiators. Journal of Intercultural Communication, 11, 1-17. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press Planken, B., Van Hooft, A., & Korzilius, H. (2004). Promoting intercultural communicative competence through foreign language courses. Business Communication Quarterly, 67(3), 308-315. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239. Sercu, L. (2005). Teaching foreign languages in an intercultural world. In L. Sercu, E. Bandura, P. Castro, L. Davcheva, C. Laskaridou, U. Lundgren, M. Méndez García, and P. Ryan (Eds), Foreign language teachers and intercultural competence (pp. 1-18). Clevedon: Multilingual Matters. Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55-72. Tung, R., & Thomas D. (2003). Human resource management in a global world: The contingency framework extended. In Tjosvold, D. & Kwok, L. (Eds.), Cross-cultural management foundations and the future. Hampshire, England: Ashgate. Ulijn, J., & Li, X. (1995). Is interrupting impolite? Some temporal aspects of turn-taking in Chinese-Western and other intercultural business encounters. Text, 15, 4, 589-627. Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecommunication. The Modern Language Journal, 82(2), 190-205. Yamazaki, Y., & Kayes, C. (2004). An experiential approach to cross-cultural learning: A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning and Education, 3(4), 362-379. Zhang, Z. (2013). Business English students learning to write for international business: What do international business practitioners have to say about their texts?. English for Specific Purposes, 32(3), 144-156. Zonis, M., Lefkowitz, D. & Wilkin, S. (2003). The Kimchi Matters: Global business and local realities in a crisis-driven world. Agate Publishing: Evanston, Illinois.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dilbilim |
| Bölüm | Türk dili ve edebiyatı |
| Yazarlar | |
| Yayımlanma Tarihi | 21 Mart 2019 |
| Yayımlandığı Sayı | Yıl 2019 Sayı: 14 |
