DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE BY MEANS OF A TRAVELOG

INTRODUCTION


Nowadays the way people interact with each other is changing. Globalization broadens economic, political, social and cultural relations between countries. The Internet simplifies the ability to interact with representatives of different cultures. The number of intercultural networking is tremendously enhancing. People have to expand their communication skills. Therefore, the development of intercultural communicative competence (ICC) is currently considered as the essential one (Byram, 1997; Deardorf, 2006; Elizarova, 2005). The researches do not have a common opinion on the definition of ICC or its components. However, it is established that, in general, ICC is a person’s ability to effectively interact with representatives of different cultures in various contexts (Lustig & Koester, 2006; Samovar et al., 2014). Moreover, the main components of ICC are considered to be as follows: intercultural sensitivity, knowledge, motivation, skills, awareness, attitudes (Byram, 2008; Fantini, 2007; Chen and Starosta ,2000).

Many scholars studied the ICC development during learning a foreign language process. However, the lack of study of the influence of digital technologies on the ICC development process is identified. The aim of the current research is to examine

the influence of watching a travelog on the ICC development. The topicality of the current research is considered at the urgency of leveraging the process of the ICC development, adding digital technologies into the educational process.

The objective of the research is to determine the positive influence of watching travelogs on the ICC development. That is why, the research questions are as follows:

1) What are the precise criteria for assessing the level of the ICC development?

2) Can a travelog influence positively on the development of ICC?

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3) Is it possible to develop ICC only by following travelogs?


That leads us to the hypothesis: intercultural communicative competence can be developed with the help of watching travelogs. The research consists of several parts: the introduction, literature review, methods, results, discussion, conclusion, and references. The practical value is incorporated in the need of the revision of the

approaches to the ICC development. In the present research qualitative methods are implemented. The chosen methods allow us to deeply evaluate the impact of travelogs on the ICC development, as well as to understand the attitude and opinion of the travelogs viewers.

Applying the intercultural approach and context analyses, five popular travel blogs were analyzed. In order to conduct the study, video travel blogs that scored the most views over the past year and posted on YouTube were selected. The investigated material is presented in two languages: English and Russian. The implemented analysis provides us with information about the vocabulary used, the possible emotions the author experienced. Then, the overall context of a video or article is observed. Moreover, precise attention is paid to highlighting the potential ethnocentric ideas. The blog analysis contributes to the creation of a series of tasks for developing intercultural communicative competence based on travelogs.

As a result of the research, we were able to prove the positive effect of travelogs on the ICC development. The results of the present investigation can be used to enhance the educational process and to include travelogs in foreign language programs. The results can also be applied for independent ICC development. The research also identified the requirement to continue the further investigation of the impact of digital technology on Intercultural Communicative Competence.

TABLE OF CONTENTS






INTRODUCTION
4

Literature Review
6

The Concept of Culture
6

Communicative Competence
8

Intercultural Communication
10

Intercultural Communicative Competence
14

Problems Connected with Developing Intercultural Communicative

Competence
26

A travelog as a tool to enhance ICC of university students
30

Methods
32

Results
40

The blog analysis
40

Summary of the Results
54

Discussion
56

Conclusion
58

References
60

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