Language and Intercultural Communication最新文献

{"title":"The Politics of Researching Multilingually <b>The Politics of Researching Multilingually</b> , by Prue Holmes, Judith Reynolds, Sara Ganassin, Bristol, Multilingual Matters, 367 pp., £119.95 (Hardback), ISBN: 9781800410145, £39.95 (Paperback), ISBN: 9781800410138, £30.00 (eBook), ISBN: 9781800410152","authors":"Syukron Fajriansyah","doi":"10.1080/14708477.2023.2264130","DOIUrl":"https://doi.org/10.1080/14708477.2023.2264130","url":null,"abstract":"","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"27 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting peace: colectivas, art, and cultural injustice in Mexico","authors":"Carlos Eduardo Arias Galindo, Manuela Cantú Mendívil, Andrea Fernández Sevilla, Marxitania Flores Ortega, Rocío Elizabeth Muñoz Santamaría, Pedro Pico Birzuela, Brenda Denisse Renteria Cervantes, Diego Suárez Balleza","doi":"10.1080/14708477.2023.2255163","DOIUrl":"https://doi.org/10.1080/14708477.2023.2255163","url":null,"abstract":"ABSTRACTThis collaborative research delves into intercultural (in)justice, dignity, and the recognition of non-hegemonic knowledge. Its main objective is to investigate marginalised knowledge in immigration, gender violence, adultism, and minority groups, including indigenous communities. By diving into the significance of informal knowledge-sharing settings this research underscores how vulnerable individuals and collectives showcase their identity holistically. Lastly drawing attention to the importance of fostering safe spaces, interculturality and sharing cognitive practice to counter marginalisation, promoting reconstruction through tools such as hospitality, active listening, and assertive communication.Esta investigación colaborativa profundiza en la (in)justicia intercultural, la dignidad y el reconocimiento del conocimiento no hegemónico. Su principal objetivo es investigar el conocimiento marginado en la inmigración, la violencia de género, el adultismo y los grupos minoritarios, incluidas las comunidades indígenas. Al profundizar en la importancia de los entornos informales de intercambio de conocimientos, esta investigación subraya cómo los individuos y colectivos vulnerables muestran su identidad de forma holística. Por último, llama la atención sobre la importancia de fomentar espacios seguros, la interculturalidad y el intercambio de prácticas cognitivas para contrarrestar la marginación, promoviendo la reconstrucción a través de herramientas como la hospitalidad, la escucha activa y la comunicación asertiva.KEYWORDS: Cultureepistemic injusticemarginalised knowledgeinterculturalityactive listening Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by University of Glasgow CUSP N+1.Notes on contributorsCarlos Eduardo Arias GalindoCarlos Eduardo Arias Galindo is a marine biologist and student of the master's degree in philosophy and public communication of science at the National Autonomous University of Mexico(UNAM). He has worked for six years at IBBY México -Leer nos Incluye a Todos I.A.P., where he has collaborated in the development and design of intercultural and inclusive projects based on the IBBY México reading mediation methodology for children and youth. He is currently an associate student at the Institute for Philosophical Research (UNAM) on issues of knowledge appropriation and cognitive metaphors.Manuela Cantú MendívilManuela Cantú Mendívil is a Mexican educational assistant and cultural promoter who serves as a reading mediator through UAM (Autonomous Metropolitan University). She holds a diploma in Childhood Rights from the University of Valencia, Spain. Also, she is the founding director of ‘¿Jugamos a leer?' and serves as a facilitator for the ‘Children in Crisis' program in collaboration with Reforma USA, with support from San Diego Libros. Among the other initiatives she has created are ‘Siembra de Libros', ‘Lectura bajo los árb","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Identity’ is not only about human relations: the relevance of human-to-non-human interaction in ‘identity’ articulation","authors":"Amina Kebabi","doi":"10.1080/14708477.2023.2252779","DOIUrl":"https://doi.org/10.1080/14708477.2023.2252779","url":null,"abstract":"This paper concerns the construction of ‘cultural identity’ in the personal everyday lives of a group of high-status professionals living in the UK, who happen to be academics. The paper focuses on the relevance of non-human categories in ‘identity’ construction and advocates for broadening our understanding of this debatable term by acknowledging the relevance of human-to-non-human relations in intercultural communication. The findings demonstrate that non-human categories such as naming, death, and food are central in ‘identity’ construction. This conceptualisation of ‘identity’ broadens our understanding of this highly contested concept and acknowledges the centrality of non-human entities in its manifestation.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The social semiotic of reclaiming an identity from racist discourse: investigating the subaltern identity of South African coloureds by means of intersectional discourse analysis","authors":"Ewa Glapka","doi":"10.1080/14708477.2023.2256306","DOIUrl":"https://doi.org/10.1080/14708477.2023.2256306","url":null,"abstract":"ABSTRACTThis paper advances a socio-semiotic approach to reclaiming identities. The discussion draws on interviews with South African coloureds, i.e., members of a mix-race and multi-ethnic community formed during slavery and (post)colonialism, and for a long time positioned as ‘black-and-white residue’. Approaching coloureds’ post-apartheid reinvention of self as a socio-semiotic process, the paper approaches it via the magnifying glass of indexicality analysis. An intersectional discourse analysis examines how speakers re-negotiate coloureds’ inherited position between dominant races by, e.g., investing meaning into racialized and classed objects and spaces. Concluding, the paper discusses the critical role of language and culture in the postcolonial re-appropriation of racial identities.Niniejszy artykuł przedstawia socjo-semiotyczne podejście do odzyskiwania tożsamości w kontekście postkolonialnym. Badanie opiera się na wywiadach z południowoafrykańskimi koloredkami, tj. członkiniami wielorasowej i wieloetnicznej wspólnoty uformowanej w warunkach niewolnictwa i postkolonializmu, przez lata pozycjonowanej jako ‘czarno-białe resztki’. Traktując odzyskiwanie tożsamości przez koloredów jako proces socjo-semiotyczny, analiza pokazuje je przez pryzmat analizy indeksykalności. W ramach intersekcjonalnej analizy dyskursu, artykuł przedstawia, jak uczestniczki badania renegocjują tradycyjną pozycję koloredów pomiędzy dominującymi rasami, np. nadając nowe znaczenia przedmiotom oraz przestrzeniom o znaczeniu rasowym i klasowym. Podsumowując, artykuł omawia krytyczną rolę języka i kultury w postkolonialnym re-artykułowaniu tożsamości rasowych.KEYWORDS: Discourse analysisidentitySouth Africa Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Emphasis mine.2 Ethics Clearance issued by Free State University (UFS-HUM-2015-72).3 With the exception of one bisexual.4 Consequently, I use the notions of ‘identity’ and ‘subjectivity’ interchangeably. The former inheres in popular (hence, also participants’) thinking about self, the latter more closely illustrates the mechanisms of creolization.5 The repertoires were identified via a cyclical reading of interview transcripts.6 The labels are not randomly related with the material reality. The incarceration rate and substance abuse among coloureds is higher than among any other South African ethnicity (Johnson, Citation2017).7 A colloquial name for crystal methamphetamine.8 In Extract 8, a lunchbox consists of ‘the orange, some fruit and a yoghurt [and] a cereal bar’.9 Two utterances following one another with no perceptible fall.10 For the notion of ‘doing’ an identity, see West and Fenstermaker (Citation1995).11 Coles (Citation2016).12 Khoisanism, a more top-down attempt at establishing a unified conceptualization of colouredness as descendant from KhoiSan people (i.e. South African indigenous people), was not mentioned by the participants. Two of them mentioned coloureds’ l","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power relations and change in intercultural communication education: <i>Zhongyong</i> as a complementary analytical framework","authors":"Tian Xiaowen, Fred Dervin","doi":"10.1080/14708477.2023.2256310","DOIUrl":"https://doi.org/10.1080/14708477.2023.2256310","url":null,"abstract":"Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and operating an analytical framework from outside the ‘West’, the Chinese notion of Zhongyong (the ‘Golden Mean’). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference","authors":"Antonia Manresa Axisa","doi":"10.1080/14708477.2023.2253782","DOIUrl":"https://doi.org/10.1080/14708477.2023.2253782","url":null,"abstract":"Based on an ethnographic research study, in an Ecuadorian Amazonian Kichwa territory, I use the notion of ‘translation as controlled equivocation’ as an analytical tool to explore the making sense of difference. Occurring in the same territory, I analyse these encounters with difference, read in relation to a classroom dialogue between teacher and students, with that of a historical encounter with the ‘other’ in a Dominican missionary’s diary of 1887/1888. I propose that exploring the processes of equivocation centring differing subjective positions and situated dialogues, provides a reflective tool against reproducing epistemic violence whilst making space to recognize difference.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing language teachers’ skills for intercultural instruction: affordance of collaborative reflection","authors":"Zia Tajeddin, Zari Saeedi, Neda Khanlarzadeh","doi":"10.1080/14708477.2023.2256720","DOIUrl":"https://doi.org/10.1080/14708477.2023.2256720","url":null,"abstract":"ABSTRACTThis study investigated the effects of collaborative reflection (CR) on Iranian English language teachers’ intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers’ ICC skills and practice as it enabled them to notice cultural episodes of the lessons and teach ICC productively based on the principles and models learned from CR. Nonetheless, although CR was beneficial for all teachers, the novice ones took more advantages from the CR sessions.Cette étude a examiné les effets de la réflexion collaborative (RC) sur la pratique pédagogique interculturelle des professeurs d'anglais iraniens. Les données ont été recueillies en observant l'enseignement en classe de quatre enseignants novices et expérimentés avant et après huit séances de la RC. Le résultat a révélé que la RC était un outil efficace pour améliorer les compétences et la pratique de la compétence communicative interculturelle (CCI) des enseignants, car elle leur permettait de remarquer les épisodes culturels des leçons et d'enseigner la CCI de manière productive sur la base des principes et des modèles appris de la RC. Néanmoins, même si la RC a été bénéfique pour tous les enseignants, les novices ont tiré davantage parti des séances de la RC.KEYWORDS: L2 teachersintercultural communicative competence (ICC)intercultural practicecollaborative reflection (CR)teachers’ reflection Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsZia TajeddinZia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. His main areas of research include teacher education, intercultural language education, and L2 pragmatics. He serves as the editor (with Thomas Farrell) of the Springer book series Studies in Language Teacher Education. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He has published his studies in Language Testing, Journal of Language, Identity, and Education, International Journal of Applied Linguistics, Australian Journal of Teacher Education, The Language Learning Journal, and Language and Intercultural Communication, among others. He is the co-editor of Lessons from Good Language Teachers (Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (Routledge, 2021), Teacher Reflection: Policies, Practices and Impacts (Multilingual Matters, 2022), and Language Education Programs: Perspectives on Policies and Practics (Springer, 2023).Zari SaeediZari Saeedi received her Ph.D. from the British University of Trinity College and is an Associate Professor of Allameh Tabataba’i University, Iran. She has taught various B.A., M.A., and Ph.D. courses in different universities, taking part in di","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sense of belonging: international students’ experience of intercultural and cultural inclusion in Saudi universities","authors":"Abdulaziz Salem Aldossari","doi":"10.1080/14708477.2023.2257193","DOIUrl":"https://doi.org/10.1080/14708477.2023.2257193","url":null,"abstract":"ABSTRACTThis study investigated the intercultural inclusion of international students in Saudi universities, especially the language and culture barriers while interacting with local peers within and beyond classroom settings. Qualitative data gathered through interviews with 12 international students revealed that the Arabic language, shared human experiences, and a lack of intercultural awareness pose challenges. International students avoid engaging with local peers due to a lack of confidence stemming from their limited language proficiency and the array of accents they encounter. In terms of commonalities, factors such as ethnicity, economic status, and academic performance are considered impediments to seamless intercultural integration.تبحث هذه الدراسة في تجربة الطلاب الدوليين للإندماج بين الثقافات في الجامعات السعودية، ولا سيما التحديات التي تواجههم أثناء التعامل مع أقرانهم المحليين داخل وخارج الفصول الدراسية، لقضايا متعلقة باللغة والثقافة. تم إجراء مقابلة مع 12 طالبًا دوليًا في الجامعات السعودية، وتوصلت النتائج إلى أن التحديات التي يواجهها الطلاب الدوليين تتعلق باللغة العربية، والقواسم المشتركة بين البشر، ونقص الوعي بين الثقافات، حيث أنهم يتجنبون الانخراط مع أقرانهم المحليين بسبب نقص الثقة لأنهم لا يجيدون اللغة واللهجات المختلفة. أما فيما يتعلق بالقواسم المشتركة، تعتبر الإثنية والوضع الاقتصادي والأداء الأكاديمي عقبات في طريق اندماجهم بين الثقافات أيضاً.‏KEYWORDS: Interculturalcultural inclusionengagementinternational studentsdomestic peers AcknowledgementsThe author extends his appreciation to the King Saud University for supporting this work, and special thanks to all participants who facilitated the data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAbdulaziz Salem AldossariAbdulaziz Salem Aldossari (King Saud University, College of Education) is an Associate Professor in Educational Policies Department at College of Education, King Saud University. He has PhD degree in social foundation of Education from University of Wisconsin- Milwaukee. His research and teaching interests are in the areas of emerging methods in qualitative research, urban education, cultural issues and community engagement for social change. Dr. Aldossari has completed two translated books on educational policies and equality. He also conducted several research focusing on cultural stigma of vocational education, othering theory and its relation to identity, gender roles and social engagement.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of language use and communication in Mainland Chinese students’ cross-cultural adaptation to Hong Kong: a qualitative investigative study","authors":"Xiaoyan I. Wu, Bernadette M. Watson, Susan C. Baker","doi":"10.1080/14708477.2023.2250748","DOIUrl":"https://doi.org/10.1080/14708477.2023.2250748","url":null,"abstract":"ABSTRACTMainland Chinese students’ (MCSs’) cross-cultural adaptation experiences in Hong Kong have remained under-researched. Our study investigates this phenomenon with a language and social psychology approach and explores the role of Cantonese ability and communication with locals. We invoked Communication Accommodation Theory (CAT) to investigate the intergroup communication between MCSs and locals. Thematic analysis of ten semi-structured interviews revealed that MCSs considered self-perceived Cantonese abilities and communication with locals critical for their adaptation. Invoking CAT to investigate this intercultural context provided valuable insights into the importance MCSs place on locals’ communicative behaviours when deciding whether to communicate in the local language.内地学生在香港的跨文化适应经历仍未得到充分研究。本研究从语言和社会心理学的角度调查该现象，并探讨粤语能力以及与香港本地人的交际在他们适应过程中的作用。我们调用了交际适应理论（CAT）来研究内地学生和本地人的组间交际。基于十次半结构式访谈的主题分析显示，内地学生认为他们的粤语自我认知水平和与香港本地人的交际对于他们有效的跨文化适应而言至关重要。调用交际适应理论来调查这种跨文化情境能够就本地人的交际行为在内地生是否决定使用当地语言进行交际方面提供宝贵的见解。KEYWORDS: Cantonese abilityintergroup communicationCommunication Accommodation TheoryMainland Chinese studentscross-cultural adaptation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsXiaoyan I. WuXiaoyan Ivy Wu is a PhD candidate with the Department of English and Communication at Hong Kong Polytechnic University. Her PhD thesis is positioned at the intersection of the social psychology of language and cross-cultural psychology and investigates the role of language and communication in Mainland Chinese students’ cross-cultural adaptation to Hong Kong. She takes an intergroup approach to both second language acquisition and health communication. She focuses on both practitioner–patient and practitioner–practitioner communication, and has also researched into end-of-life communication between care workers and their service users.Bernadette M. WatsonBernadette M. Watson is a health psychologist and honorary professor at the School of Psychology, The University of Queensland, Australia. She researches how individuals communicate interpersonally and in groups, primarily in the health context and also in intercultural communication. She conducts research into patient and health professional interactions as well as between multi-disciplinary and multicultural teams of health professionals. Her focus is on the influence of identity and intergroup processes and how individuals communicate their identity to their speech partners. Her research is applied, translational and interdisciplinary.Susan C. BakerSusan C. Baker is a social-developmental psychologist with research interests in the area of language and intergroup communication. Her publications focus on second language learning and motivation, Gaelic language survival, communication strategies, intercultural relations, and health communication. She is an honorary senior research fellow at the University of Queensland, an","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"English as a lingua franca and interculturality: navigating structure- and process-oriented perspectives in intercultural interactions","authors":"Milene Mendes de Oliveira","doi":"10.1080/14708477.2023.2254285","DOIUrl":"https://doi.org/10.1080/14708477.2023.2254285","url":null,"abstract":"The growth in streams of online intercultural communication goes hand in hand with the use of English as a lingua franca. In this article, I argue that there are synergies between the theory and analytical notions developed in the frameworks of ELF and Intercultural Studies (specifically the notion of ‘interculturality’). The study of communicative practices in which linguistic and communicative common ground is created in situ can be combined with theoretical reflections on culturality and interculturality coupled with structural and processual understandings of ‘culture.’ The argument is substantiated by the empirical analysis of an interactional sequence in ELF that took place in the context of an online intercultural game.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}