Papers by Katarzyna Piątkowska
Journal of Intercultural Communication, Mar 9, 2017
While approaches to intercultural communicative competence (ICC) view the phenomenon as a modular... more While approaches to intercultural communicative competence (ICC) view the phenomenon as a modular notion, recent studies emphasize its constructionist nature. Thus, in this exploratory article we analyze critically current perspectives on ICC and discuss the potential applicability of the theory of complex systems for research on ICC drawing from a constructionist perspective. In order to illustrate the perspective, we evoke research on developing ICC of European teacher trainees of English, non-native speakers of the language. The results of a qualitative analysis indicate that ICC meaning cannot be captured through models advocating either psychological or contextual reductionism. Instead, ICC requires an approach which reconciles the cognitive and the social through a complex systems perspective on the constructionist framework.
Moderna Språk, Jun 30, 2022
Intercultural communicative competence (ICC) has been the subject of various theoretical discussi... more Intercultural communicative competence (ICC) has been the subject of various theoretical discussions and empirical research for the past few decades. This article is an attempt to both summarize current theoretical frameworks of the concept and to discuss the role of integrated approaches to teaching in developing learners’ intercultural communicative competence in a foreign language classroom.
Socjolingwistyka, 2021
The present paper analyzes English as a lingua franca (ELF) from the perspective of Talmy’s (2000... more The present paper analyzes English as a lingua franca (ELF) from the perspective of Talmy’s (2000b) typology, which divides languages into S- and V-types. S-languages express the path of motion in a verb particle and the manner of motion in a verb, while V-languages encode the path in a verb and manner in an adverbial. Talmy’s (2000b) typology has been felicitously applied in research on standard languages. However, studies on dialects (Berthele 2004) have shown that a division into S- and V-categories may not be sufficient in the case of contact languages. To test this hypothesis, we apply Talmy’s (2000b) typological distinction to English as a lingua franca. Based on the results of a qualitative pilot study among Polish users of English, we demonstrate that although Polish and English are both classified as S-languages according to Talmy’s (2000b) typology, ELF – a contact language between them – reveals characteristics not yet classified as belonging to either S- or V-types. We t...
Competence is one of the fashionable terms which permeate public and academic discourses of the 2... more Competence is one of the fashionable terms which permeate public and academic discourses of the 21st century. Accompanied by a plethora of meanings, competence has, rather expectedly, become an inflated notion (Weinert & Helmke, 1998; Virkus, 2009). While we intuitively know what competence, competency or a competent person mean, precise definitions are hard to obtain. To paraphrase Felstead et al. (2002), considering the enormous interest in competence – its structure, development and distribution – there is surprisingly little consensus on what competence actually refers to. This status quo is not helped by context-dependence of competence, i.e. its conceptual reliance on a particular domain within which the term is applied. Thus, the use of competence in psychology, economics or linguistics renders dissimilar understandings, with no framework generally accepted to support them (Koper, 2000). Imprecise on the one hand, competence is simultaneously (and rather paradoxically) viewed...
Although research into foreign language teachers’ intercultural competence has undergone a number... more Although research into foreign language teachers’ intercultural competence has undergone a number of transformations over the last 20 years, one of the least discussed lines of inquiry is that examining the development of intercultural competence in autonomous contexts and/or discussing the results within a unified framework. We point to a potential contribution that complex systems theory can bring to research on the intercultural learning of teachers of English in autonomy-supportive settings from a theoretical perspective. We present data illustrating how different types of autonomy interact dynamically with intercultural competence to produce unexpected results. It is thus postulated that there is a need for a complex systems perspective in interpreting the interplay between autonomy-supportive factors and intercultural competence.
Second Language Learning and Teaching, 2013
Correspondences and contrasts in foreign language pedagogy.- Correspondences and contrasts in tra... more Correspondences and contrasts in foreign language pedagogy.- Correspondences and contrasts in translation studies.
Theory and Practice in Language Studies, Dec 3, 2017
Research on intercultural education very often falls short of its expectations in the ways it str... more Research on intercultural education very often falls short of its expectations in the ways it strives to correlate different variables affecting the elements of intercultural competence with learning outcomes. In this article, we discuss intercultural competence from a constructionist perspective, where intercultural competence is viewed from a complex systems approach, i.e. its understanding is constructed by learners influenced by context. Thus, our aim is to define shared meanings between intercultural competence and complex systems peculiar to both paradigms. The article first describes the notion of meaning construction in intercultural competence, pointing to the affinities of intercultural competence and complex systems theory. Then, we demonstrate how constructionist intercultural competence and the theory of complex systems can be applied to research in an educational setting.
HERMES - Journal of Language and Communication in Business
Despite the plethora of definitions and models of intercultural competence (IC), researchers sti... more Despite the plethora of definitions and models of intercultural competence (IC), researchers still face challenges, among which bridging gaps between worldwide trends and local flows in intercultural discourse appears to be an essential goal if definitions and models of IC are to be exhaustive. The present paper summarizes trends in approaches to competence, culture and IC as presented in two types of discourse, global and local, pointing to incongruities between the two viewpoints. An analysis of intercultural research reveals that as opposed to global discourse, which is holistic in nature, local discourse is more modular. It remains an empirical question how these two discourses, and the centripetal and centrifugal forces that come with them, will permeate each other. Thus, the analysis highlights the need to enhance communication among researchers in order to manage multiple approaches, both global and local, and incorporate them into intercultural discourse.
XLinguae
This paper demonstrates that although linguistic competence (LC) is an essential dimension of the... more This paper demonstrates that although linguistic competence (LC) is an essential dimension of the Common European Framework of Reference (Council of Europe, 2001; 2018), it is defined in an inconsistent way resulting from combining elements of formal and functional approaches. Thus, rather than interconnected, linguistic competence emerges as dichotomized and in need of an approach that could reconcile incompatibilities in the way(s) LC is characterized in the document. We propose that a cognitive linguistic perspective built on the schematic commitment is a viable approach to re-defining LC.
XLinguae
This paper demonstrates that although linguistic competence (LC) is an essential dimension of the... more This paper demonstrates that although linguistic competence (LC) is an essential dimension of the Common European Framework of Reference (Council of Europe, 2001; 2018), it is defined in an inconsistent way resulting from combining elements of formal and functional approaches. Thus, rather than interconnected, linguistic competence emerges as dichotomized and in need of an approach that could reconcile incompatibilities in the way(s) LC is characterized in the document. We propose that a cognitive linguistic perspective built on the schematic commitment is a viable approach to re-defining LC.
Rocznik Andragogiczny
Rozwijanie kompetencji interkulturowej nauczycieli języka angielskiego w kontekście autonomicznym... more Rozwijanie kompetencji interkulturowej nauczycieli języka angielskiego w kontekście autonomicznym z perspektywy teorii systemów złożonych -refleksje ze szkoły letniej Streszczenie. Pomimo iż badania nad kompetencją interkulturową nauczycieli języków obcych podejmowane są przez ostanie 20 lat, jedną z najmniej omawianych kwestii jest zarówno rozwijanie tej kompetencji w środowisku autonomicznym, jak i osadzanie jej w perspektywie ujednoliconego podejścia. Artykuł wskazuje na kontrybucję, jaką teoria systemów złożonych może wnieść do badań nad rozwijaniem kompetencji interkulturowej nauczycieli języka angielskiego w środowisku autonomicznym. Podstawą do rozważań są wyniki badania, które pokazuje jak różne typy autonomii oddziałują dynamicznie z kompetencją interkulturową uczestników badania, co prowadzi do nieprzewidywalnych efektów. Stąd też w artykule postulowana jest potrzeba interpretacji wzajemnego oddziaływania pomiędzy środowiskiem autonomicznym a kompetencją interkulturową z perspektywy teorii systemów złożonych. Słowa kluczowe: kompetencja interkulturowa, kształcenie nauczycieli, autonomia, teoria systemów złożonych Summary: Although research into foreign language teachers' intercultural competence has undergone a number of transformations over the last 20 years, one of the least discussed lines of inquiry is that examining the development of intercultural competence in autonomous contexts and/or discussing the results within a unified framework. We point to a potential contribution that complex systems theory can bring to research on the intercultural learning of teachers of English in autonomy-supportive settings from a theoretical perspective.
Theoria et Historia Scientiarum
Competence is one of the fashionable terms which permeate public and academic discourses of the 2... more Competence is one of the fashionable terms which permeate public and academic discourses of the 21st century. Accompanied by a plethora of meanings, competence has, rather expectedly, become an inflated notion (Weinert & Helmke, 1998; Virkus, 2009). While we intuitively know what competence, competency or a competent person mean, precise definitions are hard to obtain. To paraphrase Felstead et al. (2002), considering the enormous interest in competence-its structure, development and distribution-there is surprisingly little consensus on what competence actually refers to. This status quo is not helped by context-dependence of competence, i.e. its conceptual reliance on a particular domain within which the term is applied. Thus, the use of competence in psychology, economics or linguistics renders dissimilar understandings, with no framework generally accepted to support them (Koper, 2000). Imprecise on the one hand, competence is simultaneously (and rather paradoxically) viewed as self-explanatory. A combination of intricate cognitive skills, complex knowledge structures, interpersonal and social abilities, as well as attitudes and values, competence is taken as given, with most researchers assuming its meaning to be apparent or transpiring from everyday contexts (see Savolainen, 2002 for an overview). Likewise,
Theoria et Historia Scientiarum
In this paper we take a critical look at the approach to competence in the Common European Framew... more In this paper we take a critical look at the approach to competence in the Common European Framework of Reference (Council of Europe, 2001a) and highlight inconsistencies in defining, structuring and positioning the notion in the model for foreign language learning and teaching presented in the document, which
Socjolingwistyka
In 2001 the Council of Europe recommended the Common European Framework of Reference (CEFR) with ... more In 2001 the Council of Europe recommended the Common European Framework of Reference (CEFR) with a view to enhancing intercultural education, one of its central goals, in the context of foreign language teaching. Sixteen years later a new proposal of the Framework appeared with the aim to adjust the document to better prepare learners for intercultural communication. The article analyzes the perspectives on intercultural competence (IC) in the CEFR (2001, 2017) and stresses the need for a more consistent and up-to-date approach to the concept.
Cognitive Studies | Études cognitives
Towards a unified, socio-cognitive approach to language-mediated intercultural competenceVery few... more Towards a unified, socio-cognitive approach to language-mediated intercultural competenceVery few intercultural competence (IC) models include language, and those that do so portray the notion in an inconsonant manner. Nonetheless, research shows that language assures successful intercultural communication. Thus, this article stresses the need for a unified socio-cognitive approach which will introduce common and solid foundations for the role and nature of both language and IC. The article demonstrates that such an integrated framework, built on a reappraised notion of language, helps to overcome numerous dichotomies within IC models and leads to the emergence of a unified approach to language-mediated IC. W kierunku ujednoliconego, socjo-kognitywnego podejścia do kompetencji interkulturowej opartego na językuNieliczne modele kompetencji interkulturowej (ang. IC) uwzględniają język, a te, które to robią, przedstawiają to pojęcie w niekonsekwentny sposób. Jednak badania pokazują, że...
Language and Intercultural Communication
Review of Cognitive Linguistics
Intercultural communicative competence (ICC) links three notions, i.e. language, culture and cogn... more Intercultural communicative competence (ICC) links three notions, i.e. language, culture and cognition, which are declared crucial in approaches to ICC in educational context. Despite the announced importance of the notions, none of the ICC models specifies the relationship between these elements in a motivated way and hence unjustified dichotomies arise. Educational approaches to ICC can be divided into cognitive or social ones with the former emphasizing an autonomous nature of language, culture and cognition and the latter focusing on social aspects and thus marginalizing cognition. The article aims to stress the need for a socio-cognitive approach to ICC which will view language, culture and cognition in a holistic way. While this approach is based on complexity science, cognitive psychology, grounded cognition and intercultural pragmatics, we demonstrate that cognitive linguistics can become an encompassing framework for a holistic model of ICC.
Intercultural Education, 2016
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Papers by Katarzyna Piątkowska