Description
Drawing on previous empirical works in the field of Intercultural Competence (ICC) and telecollaboration (Chun, 2011; Elola & Oskoz, 2008; Furstenberg, 2004; Schulz, 2007), this study investigates how a completion of Cultura Project tasks in L1 and L2 helped to determine students' cultural values and behaviors, find out how their mental lexicons are structured, and assess a state of their critical cultural awareness. The theoretical framework for this study is based on Byram's (1997) work on ICC. As a part of their course work, Spanish language learners from a lower-division class participate in three Cultura Project tasks and provided their comments afterwards. The findings revealed cultural values and believes of the participants, as well as the organization of their mental lexicons. Moreover, the findings illustrated how the level of critical cultural awareness, as one of the components of ICC, could be assessed using the rubrics developed based on Byram's (1997) work on ICC and Bloom's (1990) revised taxonomy of learning skills. The results of the study contributed to the field of SLA on what is known about the roles of culturally-based questionnaires in critical cultural awareness assessment and the structure of mental lexicons of L2 learners.
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Details
Title
- Evaluation of a state of intercultural competence through completion of Cultura Project tasks
Contributors
- Vaskivska, Tetiana (Author)
- Lafford, Barbara A. (Thesis advisor)
- Cerron-Palomino, Alvaro (Committee member)
- González-López, Verónica (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2015
Subjects
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Note
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thesisPartial requirement for: M.A., Arizona State University, 2015
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bibliographyIncludes bibliographical references (pages 104-106)
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Field of study: Spanish
Citation and reuse
Statement of Responsibility
by Tetiana Vaskivska