Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2015, Cilt: 1 Sayı: 1, 25 - 38, 15.03.2015
https://doi.org/10.32601/ejal.460581

Öz

Kaynakça

  • Agar, M. (1994). Language shock. New York: Wm. Morrow.
  • Allport, D. (1979). Conscious and unconscious cognition: a computational metaphor for the mechanism for attention and integration. In L. Nilsson (Ed.), Perspectives on memory research (pp. 61-89). Hillsdale, NJ: Lawrence Erlbaum.
  • Alptekin, C. (2002). Toward intercultural communicative competence in ELT. English Language Teaching Journal, 56(1), 57-64. http://doi.org/c76979
  • Atkinson, R., & Shiffrin, R., (1968). Human memory: A proposed system and its control processes. In K. Spense (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 2) (pp. 89-195). New York: Academic Press.
  • Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (pp. 47-90). San Diego, CA: Academic Press.
  • Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. http://doi.org/dsv78f
  • Batchelder, D., & Warner, E. (1977). Beyond experience: The experiential approach to crosscultural education. Brattleboro, VT: Experiment in International Living.
  • Bateman, B. E. (2002). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal, 86, 318-331. http://doi.org/cnm5ch
  • Blommaert, J. (1991). How much culture is there in intercultural communication? In J. Blommaert & J. Verschueren (Eds.), The pragmatics of international and intercultural communication (pp. 13-31). Amsterdam: John Benjamins.
  • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  • Byram, M. (1993). Language and culture learning: The need for integration. In M. Byram (Ed.), Germany, its representation in textbooks for teaching German in Great Britain (pp. 3- 16). Frankfurt am Main: Diesterweg.
  • Byram, M., & Fleming, M. (Eds.). (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge, UK: Cambridge University Press.
  • Cohen, A.D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267. http://doi.org/cs2zgr
  • Cooley, C. H. (1922). Human nature and the social order (Rev. ed.) New York: Charles Scribner’s Sons. (Original work published in 1902).
  • Cortazzi, M., & Jin, L. (1999). Cultural mirrors. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge, UK: Cambridge University Press.
  • De Capua, A., & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. Ann Arbor: The University of Michigan Press.
  • Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge, UK: Cambridge University Press.
  • Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285-301. http://doi.org/bzwtp8
  • Fantini, A. E. (Ed.). (1997). New ways in teaching culture. Alexandria, VA: TESOL. Félix-Brasdefer, C. (2006). Teaching the negotiation of multi-turn speech acts: Using conversation-analytic tools to teach pragmatics in the FL classroom. In K. Bardovi-Harlig,
  • C. Félix-Brasdefer, & A.S. Omar (Eds.), Pragmatics and language learning (Vol. 11, pp. 165-197). Honolulu: University of Hawai’i Press.
  • FitzGerald, H. (2003). How different are we? Spoken discourse in intercultural communication. Clevedon: Multilingual Matters.
  • Fowler, S. M., & Mumford, M.G. (Eds.). (1999). Intercultural sourcebook: Cross-cultural training methods (Vol. 2). Yarmouth, ME: Intercultural Press.
  • Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217. http://doi.org/c4rg22
  • Goffman, E. (1967). Interaction ritual: Essays on face-to-face behaviour. New York: Pantheon.
  • Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 1-42). Cambridge, UK: Cambridge University Press.
  • Gudykunst, W.B. (1998). Bridging differences: Effective intergroup communication (3rd ed.). Thousand Oaks, CA: Sage.
  • Hall, E. T. (1983). The dance of life. New York: Doubleday.
  • Hofstede, G. (1991). Cultures and organizations: Software of the mind. New York: McGrawHill.
  • Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.
  • Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced resource book. London: Routledge.
  • Izumi, S., & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34, 239-278. http://doi.org/b6xrfn
  • Kihlstrom, J. (1984). Conscious, subconscious, unconscious: a cognitive perspective. In K .Bowers & D. Meichenbaum (Eds.), The unconscious reconsidered (pp. 149-211). New York: Wiley.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press.
  • Kramsch, C. (2000). Social discursive constructions of self in L2 learning. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 133-153). Oxford, UK: Oxford University Press.
  • Liddicoat, A.J., & Crozet, C. (2001). Acquiring French interactional norms through instruction. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 125-144). Cambridge, UK: Cambridge University Press.
  • Locher, M. A. (2004). Power and politeness in action: Disagreements in oral communication. Berlin: Mouton de Gruyter.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
  • Lustig, M. W., & Koester, J. (2005). Intercultural competence (5th ed.). Boston: Pearson.
  • Meeuwis, M. (1994). Leniency and testiness in intercultural communication: Remarks on ideology and context in interactional sociolinguistics. Pragmatics, 4(3), 391-408.
  • Meier, A.J. (2003). Posting the banns: A marriage of pragmatics and culture in foreign and second language pedagogy and beyond. In A. Martínez, E. Usó, & A. Fernández (Eds.), Pragmatic competence and foreign language teaching (pp. 185-210). Castelló de la Plana, Spain: Servicio de publicaciones de la Universidad Jaume I.
  • Meier, A. J. (2004). Has ‘politeness’ outlived its usefulness? Vienna English Working Papers, 13(1), 5-22.
  • Meier, A. J. (2005). How to spell culture in language teacher education programs. In A. Burns (Ed.), Teaching English from a global perspective (pp. 51-62). Alexandria, VA: TESOL.
  • Meier, A. J. (2007). Pragmatic awareness and competence in the foreign language classroom: Activities, materials, and cultural bias. In P. Cap & J. Nijakowska (Eds.), Current trends in pragmatics (pp. 324-334). Cambridge, UK: Cambridge Scholars Publishing. Meier, A. J. (2010). Culture and speech act performance. In A. Martínez & E. Usó (Eds.),
  • Speech act performance (pp. 75-90). Amsterdam: John Benjamins.
  • Meyer, M. (1991). Developing transcultural competence: Case studies of advanced foreign language learners. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 136-158). Clevedon: Multilingual Matters.
  • Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 203-210. http://doi.org/c8qj24
  • Pedersen, P. B. (2004). 110 experiences for multicultural learning. Washington D.C.: American Psychological Association.
  • Quinn, L. (2000). Culture and the ethnographic interview in foreign language teacher development. Foreign Language Annals, 33, 51-57. http://doi.org/dbj36f
  • Roell, C. (2010). Intercultural training with films. English Teaching Forum, 2, 2-15.
  • Rose, K.R., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145-170). Cambridge, UK: Cambridge University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. http://doi.org/dbnrjn
  • Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.) Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
  • Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
  • Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Manoa: University of Hawai’i.
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). New York: Cambridge University Press.
  • Schmidt, R. (2003). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
  • Storti, C. (1994). Cross-cultural dialogues. Yarmouth, ME: Intercultural Press.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C.G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
  • Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 171-199). Cambridge, UK: Cambridge University Press.
  • Thiagarajan, S.T. (2005). Thiagi’s interactive lectures: Power up your training with interactive games and exercises. Baltimore: ASTD.
  • Thiagarajan, S., & Steinwachs, B. (1990). Barnga: A simulation game on cultural clashes. Yarmouth, ME: Intercultural Press.
  • Ting-Toomey, S. (2000). Managing intercultural conflicts effectively. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (9th ed., pp. 388-340) Belmont, CA: Wadsworth.
  • Ting-Toomey, S., & Chung, L.C. (2005). What are the major differences in intercultural verbal styles? In Understanding intercultural communication (pp. 167-195). Los Angeles, CA: Roxbury.
  • Tomlinson, B., & Masuhara, H. (2004). Developing cultural awareness. Modern English Teacher, 13, 5-11.
  • Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103-135. http://doi.org/dsdz9c
  • Utley, D. (2004). Intercultural resource pack. Cambridge, UK: Cambridge University Press.
  • Yates, L. (2010). Pragmatic challenges for second language learners. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 287-308). Berlin: Mouton DeGruyter.

The role of noticing in developing intercultural communicative competence

Yıl 2015, Cilt: 1 Sayı: 1, 25 - 38, 15.03.2015
https://doi.org/10.32601/ejal.460581

Öz

This paper expands Schmidt’s (1990) concept of “noticing” and adapts it to the development of
intercultural communicative competence (ICC), an especially relevant goal of language teaching given
increased communication across cultures and the role of English as a lingua franca. Schmidt’s
conceptualization of noticing is presented and readjusted in light of two premises. The first is the validity
of a communication model that ascribes importance to context and the negotiation of meaning and
identity within that context. This view of communication, as well as the global functions of English, is
congruent with the second premise, namely, the suitability of employing a culture-general approach to
develop ICC as defined in this paper. What needs to be noticed in developing ICC will be identified as
well as ways in which this noticing can be effected in the language classroom. 

Kaynakça

  • Agar, M. (1994). Language shock. New York: Wm. Morrow.
  • Allport, D. (1979). Conscious and unconscious cognition: a computational metaphor for the mechanism for attention and integration. In L. Nilsson (Ed.), Perspectives on memory research (pp. 61-89). Hillsdale, NJ: Lawrence Erlbaum.
  • Alptekin, C. (2002). Toward intercultural communicative competence in ELT. English Language Teaching Journal, 56(1), 57-64. http://doi.org/c76979
  • Atkinson, R., & Shiffrin, R., (1968). Human memory: A proposed system and its control processes. In K. Spense (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 2) (pp. 89-195). New York: Academic Press.
  • Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (pp. 47-90). San Diego, CA: Academic Press.
  • Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. http://doi.org/dsv78f
  • Batchelder, D., & Warner, E. (1977). Beyond experience: The experiential approach to crosscultural education. Brattleboro, VT: Experiment in International Living.
  • Bateman, B. E. (2002). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal, 86, 318-331. http://doi.org/cnm5ch
  • Blommaert, J. (1991). How much culture is there in intercultural communication? In J. Blommaert & J. Verschueren (Eds.), The pragmatics of international and intercultural communication (pp. 13-31). Amsterdam: John Benjamins.
  • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  • Byram, M. (1993). Language and culture learning: The need for integration. In M. Byram (Ed.), Germany, its representation in textbooks for teaching German in Great Britain (pp. 3- 16). Frankfurt am Main: Diesterweg.
  • Byram, M., & Fleming, M. (Eds.). (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge, UK: Cambridge University Press.
  • Cohen, A.D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267. http://doi.org/cs2zgr
  • Cooley, C. H. (1922). Human nature and the social order (Rev. ed.) New York: Charles Scribner’s Sons. (Original work published in 1902).
  • Cortazzi, M., & Jin, L. (1999). Cultural mirrors. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge, UK: Cambridge University Press.
  • De Capua, A., & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. Ann Arbor: The University of Michigan Press.
  • Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge, UK: Cambridge University Press.
  • Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285-301. http://doi.org/bzwtp8
  • Fantini, A. E. (Ed.). (1997). New ways in teaching culture. Alexandria, VA: TESOL. Félix-Brasdefer, C. (2006). Teaching the negotiation of multi-turn speech acts: Using conversation-analytic tools to teach pragmatics in the FL classroom. In K. Bardovi-Harlig,
  • C. Félix-Brasdefer, & A.S. Omar (Eds.), Pragmatics and language learning (Vol. 11, pp. 165-197). Honolulu: University of Hawai’i Press.
  • FitzGerald, H. (2003). How different are we? Spoken discourse in intercultural communication. Clevedon: Multilingual Matters.
  • Fowler, S. M., & Mumford, M.G. (Eds.). (1999). Intercultural sourcebook: Cross-cultural training methods (Vol. 2). Yarmouth, ME: Intercultural Press.
  • Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217. http://doi.org/c4rg22
  • Goffman, E. (1967). Interaction ritual: Essays on face-to-face behaviour. New York: Pantheon.
  • Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 1-42). Cambridge, UK: Cambridge University Press.
  • Gudykunst, W.B. (1998). Bridging differences: Effective intergroup communication (3rd ed.). Thousand Oaks, CA: Sage.
  • Hall, E. T. (1983). The dance of life. New York: Doubleday.
  • Hofstede, G. (1991). Cultures and organizations: Software of the mind. New York: McGrawHill.
  • Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.
  • Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced resource book. London: Routledge.
  • Izumi, S., & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34, 239-278. http://doi.org/b6xrfn
  • Kihlstrom, J. (1984). Conscious, subconscious, unconscious: a cognitive perspective. In K .Bowers & D. Meichenbaum (Eds.), The unconscious reconsidered (pp. 149-211). New York: Wiley.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press.
  • Kramsch, C. (2000). Social discursive constructions of self in L2 learning. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 133-153). Oxford, UK: Oxford University Press.
  • Liddicoat, A.J., & Crozet, C. (2001). Acquiring French interactional norms through instruction. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 125-144). Cambridge, UK: Cambridge University Press.
  • Locher, M. A. (2004). Power and politeness in action: Disagreements in oral communication. Berlin: Mouton de Gruyter.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
  • Lustig, M. W., & Koester, J. (2005). Intercultural competence (5th ed.). Boston: Pearson.
  • Meeuwis, M. (1994). Leniency and testiness in intercultural communication: Remarks on ideology and context in interactional sociolinguistics. Pragmatics, 4(3), 391-408.
  • Meier, A.J. (2003). Posting the banns: A marriage of pragmatics and culture in foreign and second language pedagogy and beyond. In A. Martínez, E. Usó, & A. Fernández (Eds.), Pragmatic competence and foreign language teaching (pp. 185-210). Castelló de la Plana, Spain: Servicio de publicaciones de la Universidad Jaume I.
  • Meier, A. J. (2004). Has ‘politeness’ outlived its usefulness? Vienna English Working Papers, 13(1), 5-22.
  • Meier, A. J. (2005). How to spell culture in language teacher education programs. In A. Burns (Ed.), Teaching English from a global perspective (pp. 51-62). Alexandria, VA: TESOL.
  • Meier, A. J. (2007). Pragmatic awareness and competence in the foreign language classroom: Activities, materials, and cultural bias. In P. Cap & J. Nijakowska (Eds.), Current trends in pragmatics (pp. 324-334). Cambridge, UK: Cambridge Scholars Publishing. Meier, A. J. (2010). Culture and speech act performance. In A. Martínez & E. Usó (Eds.),
  • Speech act performance (pp. 75-90). Amsterdam: John Benjamins.
  • Meyer, M. (1991). Developing transcultural competence: Case studies of advanced foreign language learners. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 136-158). Clevedon: Multilingual Matters.
  • Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 203-210. http://doi.org/c8qj24
  • Pedersen, P. B. (2004). 110 experiences for multicultural learning. Washington D.C.: American Psychological Association.
  • Quinn, L. (2000). Culture and the ethnographic interview in foreign language teacher development. Foreign Language Annals, 33, 51-57. http://doi.org/dbj36f
  • Roell, C. (2010). Intercultural training with films. English Teaching Forum, 2, 2-15.
  • Rose, K.R., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145-170). Cambridge, UK: Cambridge University Press.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. http://doi.org/dbnrjn
  • Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.) Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
  • Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
  • Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Manoa: University of Hawai’i.
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). New York: Cambridge University Press.
  • Schmidt, R. (2003). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
  • Storti, C. (1994). Cross-cultural dialogues. Yarmouth, ME: Intercultural Press.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C.G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
  • Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 171-199). Cambridge, UK: Cambridge University Press.
  • Thiagarajan, S.T. (2005). Thiagi’s interactive lectures: Power up your training with interactive games and exercises. Baltimore: ASTD.
  • Thiagarajan, S., & Steinwachs, B. (1990). Barnga: A simulation game on cultural clashes. Yarmouth, ME: Intercultural Press.
  • Ting-Toomey, S. (2000). Managing intercultural conflicts effectively. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (9th ed., pp. 388-340) Belmont, CA: Wadsworth.
  • Ting-Toomey, S., & Chung, L.C. (2005). What are the major differences in intercultural verbal styles? In Understanding intercultural communication (pp. 167-195). Los Angeles, CA: Roxbury.
  • Tomlinson, B., & Masuhara, H. (2004). Developing cultural awareness. Modern English Teacher, 13, 5-11.
  • Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103-135. http://doi.org/dsdz9c
  • Utley, D. (2004). Intercultural resource pack. Cambridge, UK: Cambridge University Press.
  • Yates, L. (2010). Pragmatic challenges for second language learners. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 287-308). Berlin: Mouton DeGruyter.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Ardith J. Meier Bu kişi benim

Yayımlanma Tarihi 15 Mart 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Meier, A. J. (2015). The role of noticing in developing intercultural communicative competence. Eurasian Journal of Applied Linguistics, 1(1), 25-38. https://doi.org/10.32601/ejal.460581

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