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Intercultural communicative competence in computer-supported collaborative learning is the application of computer-supported collaborative learning (CSCL) to provide intercultural communicative competence (ICC). ==Essential ideas connecting CSCL and ICC== One of the well-known applications of CSCL is telecollaboration involving the use of the Internet or other computer-mediated communication tools by internationally dispersed students in order to foster the development of foreign language linguistic and intercultural competence in communication.〔Belz, J. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. ''Language Learning & Technology'', ''7''(2), 68–117.〕 With the aid of the technological mediation used in telecollaborative study, participants on each side of the network have cost-effective access to "Languaculture." Numerous models and theories of intercultural communication have been proposed, including communication accommodation (Giles, 1973), cultural convergence (Barnett & Kincaid, 1983), identity or face negotiation theory (Ting-Toomey, 1993), and interactive acculturation (Bourhis, Moise, Perreault, & Senecal, 1997). A model of ICC (or IC) widely accepted in foreign language education has been proposed by Byram.〔Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.〕 This model includes five components, all of which are needed for a student to become an "intercultural speaker": # attitudes: ''curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own.'' # knowledge: ''of social group and their products and practices in one's own and in one's interlocutor's country, and one of the general processes of societal and individual interaction.'' # skills of interpreting and relating: ''ability to interpret a document or event from another culture, to explain it and relate it to documents from one's own.'' # skills of discovery and interaction: ''ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction.'' # critical awareness or an evaluative orientation: ''an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one's own and other cultures and countries.'' 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Intercultural communicative competence in computer-supported collaborative learning」の詳細全文を読む スポンサード リンク
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