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- W2914956670 abstract "The paper highlights the role of cooperative and interactive methods in the course of the US general education in developing intercultural competence as internalized knowledge of the grammar of a language and of the rules for appropriate use concerning language in social contexts on the basis of integrating attitudes, values, and motivations. The theoretical analysis of American psychological and pedagogical sources on the essence of the notion «intercultural competence» shows that the notion under study is viewed as a learners’ ability to use language to communicate successfully in different sociocultural situations and solve communication problems as they arise. The main features of cooperative and interactive methods of teaching which contribute to forming intercultural competence of the US students are outlined. The research is focused on the theoretical analysis of many benefits that can result from using cooperative and interactive learning which are as follows: an increase in students’ own knowledge and enhancing their motivation, self-esteem, trust of peers, critical thinking, problem-solving and communication skills; students are actively concerned with sharing ideas and working cooperatively to complete tasks; positive impact on the social relations with students of different backgrounds. The application of the Socratic method of critical reading and the method of creative writing «RAFT» are considered in view of their effectiveness in forming the intercultural competence of American undergraduate students." @default.
- W2914956670 created "2019-02-21" @default.
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- W2914956670 date "2018-05-29" @default.
- W2914956670 modified "2023-09-25" @default.
- W2914956670 title "Cooperative and interactive teaching methods for forming tertiary students’ intercultural competence (from the US higher education experience)" @default.
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- W2914956670 doi "https://doi.org/10.32589/im.v0i2.132630" @default.
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