INTERCULTURAL COMMUNICATION COMPETENCE FROM AN IDENTITY CONSTRUCTIONIST PERSPECTIVE AND ITS IMPLICATIONS FOR FOREIGN LANGUAGE EDUCATION

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Tác giả: Hòa Nguyễn

Ngôn ngữ: Vie

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Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2019

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Bộ sưu tập: Metadata

ID: 406670

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Bài viết này xem xét giao tiếp văn hóa (IC) dựa trên bản chất kiến tạo xã hội của bản sắc riêng (identity), và đưa ra khung nghiên cứu mang tính ngôn ngữ học. Đường hướng kiến tạo xã hội quan niệm rằng tri thức và thực tiễn xã hội được tạo ra trong quá trình tương tác xã hội, và rằng giao tiếp nói chung có hai mục đích, không chỉ kiến tạo thế giới xã hội mà còn tạo ra bản sắc. Tuy nhiên, bản sắc không chỉ là một sản phẩm được tạo ra trong quá trình tương tác xã hội, mà nó còn là một phần của mục đích giao tiếp. Bài viết đề xuất một khung nghiên cứu dựa trên lý thuyết dụng học do việc xác định khung nghiên cứu chặt chẽ cho các lĩnh vực nghiên cứu liên ngành như giao tiếp liên văn hóa thực sự là một thách thức. Với quan niệm rằng giáo dục ngoại ngữ về bản chất là phát triển năng lực giao tiếp liên văn hóa (ICC), bài viết đã nêu ra một số gợi ý nhằm phát triển năng lực này. , Tóm tắt tiếng anh, This paper is aimed at reexamining intercultural communication from an identity social constructionist perspective and offering a linguistically-based research framework. The social constructionist approach holds that knowledge and reality are constructed through discourse, interactions and/or social interchange. This study maintains that language in action as communication in general serves dual purposes. It does not only build the social world, but also constructs identity - a critical issue in our global community recognized by many scholars (as most recently as Jandt, 2016
Fukuyama, 2018). Identity, though, is not just a social construct, but can operate as part of the purpose of communication as well. Recognizing that it is difficult to find clearly-defined methodologies in interdisciplinary areas such as intercultural communication (IC), this study proposes a research framework, grounded in pragmatic theory, and taking speech acts as the basic unit of analysis. The paper also offers implications for foreign language education (FLE) as the nature of FLE is the development of intercultural communication competence (ICC).

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