"K sou\u010Dasn\u00FDm trend\u016Fm v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED: rozvoj mezikulturn\u00EDch komunikativn\u00EDch kompetenc\u00ED"@cs . . "P\u0159\u00EDsp\u011Bvek se zab\u00FDv\u00E1 vlivy interkulturn\u00EDho kontextu na komunikativn\u00ED kompetence p\u0159i v\u00FDuce ciz\u00EDho jazyka, p\u0159edev\u0161\u00EDm angli\u010Dtiny, jejich\u017E akceptov\u00E1n\u00ED v sou\u010Dasnosti dotv\u00E1\u0159\u00ED kvalitn\u00ED jazykovou vybavenost zejm\u00E9na na korpor\u00E1tn\u00ED \u00FArovni. Stru\u010Dn\u011B definuje slo\u017Eky, kter\u00E9 pat\u0159\u00ED do kulturn\u00EDch kompetenc\u00ED a kter\u00E9 vedle znalost\u00ED zahrnuj\u00ED nap\u0159. adekv\u00E1tnost jazykov\u00FDch prost\u0159edk\u016F, spole\u010Densk\u00E9 postoje nebo schopnost spr\u00E1vn\u00E9 interpretace; d\u00E1le analyzuje r\u016Fzn\u00E9 aspekty pojet\u00ED kultur, v\u010Detn\u011B interpreta\u010Dn\u00EDch stereotyp\u016F, postoje k \u010Dasu a jednac\u00ED styly ovliv\u0148uj\u00EDc\u00ED efektivitu cizojazy\u010Dn\u00E9 komunikace v mezin\u00E1rodn\u00EDm pracovn\u00EDm prost\u0159ed\u00ED. Zam\u00FD\u0161l\u00ED se nad zp\u016Fsoby, jak se s kulturn\u00EDmi odli\u0161nostmi vyrovnat, porovn\u00E1v\u00E1 postoje polychronn\u00EDch a monochronn\u00EDch kultur, m\u00EDru explicity v komunikaci a vn\u00EDm\u00E1n\u00ED hierarchie a individualismu ve vyjad\u0159ov\u00E1n\u00ED. Shrnuje n\u011Bkter\u00E9 typy interkulturn\u00EDho tr\u00E9ninku a jejich uplatn\u011Bn\u00ED v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED. Kategorizuje jazykov\u00E9 chyby z hlediska rizika vzniku konflikt\u016F \u010Di skryt\u00FDch \u201Efaux pas\u201C, pramen\u00EDc\u00EDch z kulturn\u00EDho \u010Di soci\u00E1ln\u00EDho nev\u011Bdom\u00ED. V neposledn\u00ED \u0159ad\u011B kr\u00E1tce shrnuje jazykovou politiku EU i p\u0159\u00EDstupy jednotliv\u00FDch \u010Dlensk\u00FDch st\u00E1t\u016F a sleduje n\u011Bkter\u00E9 nov\u00E9 pohledy na jazykov\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED, kter\u00E9 dosud st\u00E1ly v pozad\u00ED nebo byly opom\u00EDjeny, nicm\u00E9n\u011B kter\u00E9 postupn\u011B posouvaj\u00ED v\u00FDukov\u00E9 c\u00EDle t\u00EDm, \u017Ee jako kl\u00ED\u010Dov\u00E9 elementy p\u0159i jazykov\u00E9 akvizici stav\u00ED do pop\u0159ed\u00ED jazyk jako glob\u00E1ln\u00ED komunika\u010Dn\u00ED n\u00E1stroj, nikoliv jako izolovan\u00FD struktur\u00E1ln\u00ED syst\u00E9m, zohled\u0148uj\u00ED v\u00FDchoz\u00ED i c\u00EDlov\u00FD kulturn\u00ED kontext, schopnost spr\u00E1vn\u00E9ho porozum\u011Bn\u00ED a minimalizaci konfliktu."@cs . . "K sou\u010Dasn\u00FDm trend\u016Fm v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED: rozvoj mezikulturn\u00EDch komunikativn\u00EDch kompetenc\u00ED" . . "1"^^ . "K\u0159tiny" . "Current Trends in Second Language Aquisition"@en . "Sborn\u00EDk z mezin\u00E1rodn\u00ED v\u011Bdeck\u00E9 konference ICOLLE 2014" . . . "RIV/68407700:21630/14:00229084" . "RIV/68407700:21630/14:00229084!RIV15-MSM-21630___" . . . "2014-09-16+02:00"^^ . "1"^^ . "978-80-7509-001-0" . "23840" . . "culture; context; lingua franca; competences; communication; interpretation; interaction"@en . . "P\u0159\u00EDsp\u011Bvek se zab\u00FDv\u00E1 vlivy interkulturn\u00EDho kontextu na komunikativn\u00ED kompetence p\u0159i v\u00FDuce ciz\u00EDho jazyka, p\u0159edev\u0161\u00EDm angli\u010Dtiny, jejich\u017E akceptov\u00E1n\u00ED v sou\u010Dasnosti dotv\u00E1\u0159\u00ED kvalitn\u00ED jazykovou vybavenost zejm\u00E9na na korpor\u00E1tn\u00ED \u00FArovni. Stru\u010Dn\u011B definuje slo\u017Eky, kter\u00E9 pat\u0159\u00ED do kulturn\u00EDch kompetenc\u00ED a kter\u00E9 vedle znalost\u00ED zahrnuj\u00ED nap\u0159. adekv\u00E1tnost jazykov\u00FDch prost\u0159edk\u016F, spole\u010Densk\u00E9 postoje nebo schopnost spr\u00E1vn\u00E9 interpretace; d\u00E1le analyzuje r\u016Fzn\u00E9 aspekty pojet\u00ED kultur, v\u010Detn\u011B interpreta\u010Dn\u00EDch stereotyp\u016F, postoje k \u010Dasu a jednac\u00ED styly ovliv\u0148uj\u00EDc\u00ED efektivitu cizojazy\u010Dn\u00E9 komunikace v mezin\u00E1rodn\u00EDm pracovn\u00EDm prost\u0159ed\u00ED. Zam\u00FD\u0161l\u00ED se nad zp\u016Fsoby, jak se s kulturn\u00EDmi odli\u0161nostmi vyrovnat, porovn\u00E1v\u00E1 postoje polychronn\u00EDch a monochronn\u00EDch kultur, m\u00EDru explicity v komunikaci a vn\u00EDm\u00E1n\u00ED hierarchie a individualismu ve vyjad\u0159ov\u00E1n\u00ED. Shrnuje n\u011Bkter\u00E9 typy interkulturn\u00EDho tr\u00E9ninku a jejich uplatn\u011Bn\u00ED v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED. Kategorizuje jazykov\u00E9 chyby z hlediska rizika vzniku konflikt\u016F \u010Di skryt\u00FDch \u201Efaux pas\u201C, pramen\u00EDc\u00EDch z kulturn\u00EDho \u010Di soci\u00E1ln\u00EDho nev\u011Bdom\u00ED. V neposledn\u00ED \u0159ad\u011B kr\u00E1tce shrnuje jazykovou politiku EU i p\u0159\u00EDstupy jednotliv\u00FDch \u010Dlensk\u00FDch st\u00E1t\u016F a sleduje n\u011Bkter\u00E9 nov\u00E9 pohledy na jazykov\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED, kter\u00E9 dosud st\u00E1ly v pozad\u00ED nebo byly opom\u00EDjeny, nicm\u00E9n\u011B kter\u00E9 postupn\u011B posouvaj\u00ED v\u00FDukov\u00E9 c\u00EDle t\u00EDm, \u017Ee jako kl\u00ED\u010Dov\u00E9 elementy p\u0159i jazykov\u00E9 akvizici stav\u00ED do pop\u0159ed\u00ED jazyk jako glob\u00E1ln\u00ED komunika\u010Dn\u00ED n\u00E1stroj, nikoliv jako izolovan\u00FD struktur\u00E1ln\u00ED syst\u00E9m, zohled\u0148uj\u00ED v\u00FDchoz\u00ED i c\u00EDlov\u00FD kulturn\u00ED kontext, schopnost spr\u00E1vn\u00E9ho porozum\u011Bn\u00ED a minimalizaci konfliktu." . . . "Brno" . . "H\u0159eba\u010Dkov\u00E1, Monika" . . . "The paper describes the impact of intercultural context on communication competencies in English language teaching, as perceptions of other cultures are currently viewed as an integral part of effective intercultural communication, especially in the corporate sector. The paper also identifies the components of intercultural competence, such as attitudes, knowledge and understanding; it also analyses different aspects of perception in other cultures, including stereotyping, attitude toward time, negotiations and some critical issues and their influence on intercultural communication in international teams and workplaces. It compares polychronic and monochronic cultures and also considers explicitness in communication and attitudes to hierarchy and individualism. It outlines the main types of intercultural training and scenarios applicable to language learning, especially in business. As it is essential to search for educationally relevant ways to link the language and culture, the paper tries to categorize mistakes and misunderstandings to demonstrate typical symptoms of cultural clashing and to recognize potential faux pas ensuing from little cultural or social awareness. Finally the paper considers European language policies and national curricula and the influence of the target language on students` cultural identities and the way they formulate their ideas. It looks at some aspects of conventional language teaching which have been the center of attention and focuses on new elements, which have often been held back, e.g. the role of polite discourse, degrees of formality or registers of language styles, which can bring along a shift in the goals of second language acquisition in the direction of avoiding conflict, minimising misunderstanding or checking comprehension."@en . "K sou\u010Dasn\u00FDm trend\u016Fm v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED: rozvoj mezikulturn\u00EDch komunikativn\u00EDch kompetenc\u00ED"@cs . . . . "K sou\u010Dasn\u00FDm trend\u016Fm v jazykov\u00E9m vzd\u011Bl\u00E1v\u00E1n\u00ED: rozvoj mezikulturn\u00EDch komunikativn\u00EDch kompetenc\u00ED" . . . "Current Trends in Second Language Aquisition"@en . "12"^^ . "I" . "[0D9E312BCFA7]" . "http://icolle.mendelu.cz/" . "21630" . "Mendelova zem\u011Bd\u011Blsk\u00E1 a lesnick\u00E1 univerzita v Brn\u011B" .