Raising Students’ Intercultural Awareness in Videoconferencing
Communication. Teacher’s Observations and Students’
Reflections.

C 2018

Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.

KATRŇÁKOVÁ, Hana

Základní údaje

Originální název

Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.

Název česky

Zvyšování povědomí studentů o interkulturních otázkách při videokonferenční komunikaci.Pozorování učitele a studentské reflexe.

Autoři

KATRŇÁKOVÁ, Hana

Vydání

2018

Nakladatel

CERCLES

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Stát vydavatele

Portugalsko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

URL

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova česky

interkulturní komunikace, postřehy učitele, reflexe studentů

Klíčová slova anglicky

intercultural awareness, teacher's observation, students reflection

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 28. 2. 2019 22:51, PhDr. Hana Kallus, M.A., Ph.D.

Anotace

ORIG CZ

V originále

The chapter is based on our experience with international videoconferencing (VC) used for tertiary level students. The aim is to provide the theoretical background for VC and share good practices - activities, language challenges and soft skills development. The background for the experience lies in the results of the INVITE project (http://invite.cjv.muni.cz), designed for the consortium of a manufacturing company, academic and non-academic institutions in 2006. Since then we have been using VCs in a variety of settings, for different purposes, with students studying different study programs etc. and the chapter describes the most frequent forms of VC use in the classroom as it allows students to practise and develop a range of skills in multicultural communication. Within a virtual classroom, communication becomes more authentic and students seem to be motivated to use English as a lingua franca. VC synchronous communication is accompanied by asynchronous communication with the help of social media. The chapter includes students’ point of view, their expectations before the course and their feedback after the course. One of the subsections is devoted to cultural stereotypes and students’ challenges, another to linguistic observations illustrating differences in expressing modality and different strategies in argumentation. The use of VC in education is a fairly recent phenomenon and a variety of studies have been conducted on the use of VC within a learning environment.

Česky

Kapitola odráží naši zkušenost s mezinárodními videokonferencemi pro terciární sféru. Cílem kapitoly je poskytnout teoretické zázemí pro videokonference a sdílet dobrou praxi - ukázkami aktivit, jazykovými postřehy a výzvami v oblasti měkkých manažerských dovedností.

Citovat

KATRŇÁKOVÁ, Hana. Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.. Online. CERCLES, 2018.

@inbook{1501958,
   author = {Katrňáková, Hana},
   keywords = {intercultural awareness, teacher's observation, students reflection},
   howpublished = {elektronická verze "online"},
   language = {eng},
   publisher = {CERCLES},
   title = {Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.},
   url = {http://www.cercles.org/EN-H30/news/121/the-reclespt-call-for-proposals-has-been-extended-to-31-october.html},
   year = {2018}
}

TY  - CHAP
ID  - 1501958
AU  - Katrňáková, Hana
PY  - 2018
TI  - Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.
PB  - CERCLES
KW  - intercultural awareness, teacher's observation, students reflection
UR  - http://www.cercles.org/EN-H30/news/121/the-reclespt-call-for-proposals-has-been-extended-to-31-october.html
N2  - The chapter is based on our experience with international videoconferencing (VC) used for tertiary level students. The aim is to provide the theoretical background for VC and share good practices - activities, language challenges and soft skills development. The background for the experience lies in the results of the INVITE project (http://invite.cjv.muni.cz), designed for the consortium of a manufacturing company, academic and non-academic institutions in 2006. Since then we have been using VCs in a variety of settings, for different purposes, with students studying different study programs etc. and the chapter describes the most frequent forms of VC use in the classroom as it allows students to practise and develop a range of skills in multicultural communication. Within a virtual classroom, communication becomes more authentic and students seem to be motivated to use English as a lingua franca. VC synchronous communication is accompanied by asynchronous communication with the help of social media. The chapter includes students’ point of view, their expectations before the course and their feedback after the course. One of the subsections is devoted to cultural stereotypes and students’ challenges, another to linguistic observations illustrating differences in expressing modality and different strategies in argumentation. The use of VC in education is a fairly recent phenomenon and a variety of studies have been conducted on the use of VC within a learning environment.
ER  -

KATRŇÁKOVÁ, Hana. \textit{Raising Students’ Intercultural Awareness in Videoconferencing Communication. Teacher’s Observations and Students’ Reflections.}. Online. CERCLES, 2018.

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