ABSTRACT

Due to the internationalization and globalization of businesses in Vietnam, the new-generation students need to develop skills in intercultural communication. The current study aims to develop English non-majors’ awareness of intercultural communication by using critical incident open-ended tasks. Critical incidents in intercultural communication training are descriptions of situations in which a misunderstanding, problem or conflict arises as a result of the cultural differences of the interacting parties. One group of 234 students received 10 weeks of instruction with one critical incident task per week and another group of 88 students received regular English classes. Data were collected from the students’ answers on pre- and post-test and on papers from 10 critical incident tasks. The results showed a significant and strong effect of the intervention with critical incident tasks on students’ awareness of intercultural communication, with the strongest effect for the student groups with low and moderate initial awareness. Within the intervention group, students’ scores on awareness of intercultural communication over 10 critical incident tasks fluctuated as these covered different themes and situations. Implications for educational practice refer to further teaching with critical incident open-ended tasks.

摘要

由于越南企业的国际化和全球化，新一代学生需要发展跨文化交流的技能。当前的研究旨在通过使用关键事件开放式任务来培养非英语专业学生的跨文化交际意识。跨文化交流培训中的重大事件是对由于交互方的文化差异而导致误解，问题或冲突的描述。一组234名学生接受了为期10周的教学，每周执行一项关键事件任务，另一组88名学生接受了常规英语课程。从学生在测试前和测试后的答案以及10个关键事件任务的论文中收集数据。结果表明，关键事件任务的干预对学生的跨文化交际意识产生了显着而强烈的影响，而对中，低初始意识的学生群体的影响最大。在干预组中，学生对10个关键事件任务的跨文化交流意识的得分有所波动，因为它们涵盖了不同的主题和情况。对教育实践的启示是指对具有关键事件开放式任务的进一步教学。由于涉及不同主题和情况，学生在10个关键事件任务上对跨文化交流意识的得分有所波动。对教育实践的启示是指对具有关键事件开放式任务的进一步教学。由于涉及不同主题和情况，学生在10个关键事件任务上对跨文化交流意识的得分有所波动。对教育实践的启示是指对具有关键事件开放式任务的进一步教学。