SELF-PERCEIVED COMMUNICATION COMPETENCE OF ECONOMICS STUDENTS IN BUSINESS ENGLISH
The purpose of this research is to investigate selfperceived communication competence (SPCC) of Economics students in Business English. We conducted a longitudinal study starting with the first year students and repeated with the same sample of students during their second and third year of study. The results of the study indicated that differences in SPCC between the years do exist. The SPCC gradually improved between the first, the second and the third year.
Intercultural Communication: An Introduction
PART ONE: CULTURE AS CONTEXT FOR COMMUNICATION The Dispute Over Defining Culture Defining Communication as an Element of Culture Barriers to Intercultural Communication Stereotypes and Prejudice as Barriers PART TWO: COMMUNICATION VARIABLES Nonverbal Communication Knowing Culture through Language Language as a Barrier Culture's Influence on Perception PART THREE: CULTURAL VALUES Dimensions of Culture Dominant United States Cultural Patterns Using Value Orientation Theory Comparative Cultural Patterns Arabian Culture Women, Families and Children Contact between Cultures PART FOUR: CULTURES WITHIN CULTURES Immigration and Acculturation Forces against Assimilation Forces to Conform to One Cultural Identity Reclaiming a Culture Identity and Subgroups PART FIVE: THE FUTURE Multiculturalism Challenges Facing Intercultural Communication
Historias de mi barrio: contemporary art in a community at high risk of social exclusion
Abstract Historias de mi barrio is a piece of pedagogic research aimed at highlighting the way art can articulate the relationship between the educational context and a neighbourhood at high risk of social exclusion. The starting point for this study was to ask whether this type of research, centred around the arts, was suitable in complex contexts and whether it might eventually lead to pedagogic improvement. The results gathered, and indeed the work carried out by the artists and university lecturers involved, together with pupils 6–12 years old and their instructors in a state school, provide evidence of a positive answer – and notably of the necessity of knowing about the socio-economic reality of the student cohort when planning learning projects and of the importance of the arts as a crucial element in education.