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Rosenkvist, Wei HingORCID iD iconorcid.org/0000-0002-6227-1557
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Publications (10 of 15) Show all publications
Rosenkvist, W. H. (2018). Flipping the Classroom – Integrating Intercultural Communication Competence into a Chinese Foreign Language Course. In: : . Paper presented at 5th International Conference on Chinese as a Second Language Research (CASLAR), June 14-16, 2018 at the University of Hong Kong. Hong Kong
Open this publication in new window or tab >>Flipping the Classroom – Integrating Intercultural Communication Competence into a Chinese Foreign Language Course
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The rapid development of information communicative technology today not only accelerates the pace of internationalization and globalization but also shape the modes of human communication. Facing this overwhelming challenge, the cross-cultural and societal aspects of pragmatics, intercultural communication competence has especially become one of the main focuses in second/foreign language education worldwide. 

Responding to this challenge, the latest issued official documents for Chinese as a second/foreign language education in China propose a renewed syllabus, emphasizing the importance of culture as an integral element in effective communication. However, how to integrate intercultural communication theories into present foreign language courses remains mostly on a theoretical level. Very few practical or empirical studies have been done in this academic arena.

This motivated the implementation of an action research in which aims to explore the possibilities and limitations of integrating Chinese culture and intercultural communication theory into a present Chinese foreign language course for beginners. The research utilizes an interactive online learning platform to deliver a series of online tasks - “flipping the classroom” – to explicitly demonstrate how cultural differences affect the language used by Chinese, English and Swedish speakers. Through case studies and other brainstorming activities, the tasks gradually enhance the students’ awareness of cross-cultural differences in varying social situations.

This paper will present the findings of this action research, in particular, the design and implementation of the online tasks for “flipping the classroom”, such as: 1) the characteristics of this interactive online tool, “flipping the classroom”; 2) the cultural elements and intercultural communication theory included in the online tasks; 3) the specific tasks integrated into the enhanced course; 4) student response to the tasks and 5) the effectiveness of these tasks in developing students’ intercultural communication competence.

Key words: Chinese as a second language, culture, cultural pragmatics, intercultural communication, intercultural communicative competence, action research

Place, publisher, year, edition, pages
Hong Kong: , 2018
Keywords
Intercultural communicative competence, flipping classroom, Chinese as a foreign language education
National Category
Languages and Literature
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-27949 (URN)
Conference
5th International Conference on Chinese as a Second Language Research (CASLAR), June 14-16, 2018 at the University of Hong Kong
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-06-19Bibliographically approved
Lindgren, C., Rosenkvist, W. H. & Malmsten, S. (2017). Charlotte Lindgren intervjuar Wei Hing Rosenkvist och Solveig Malmsten inför Grammatikdagen 2017 vid Högskolan Dalarna. Falun: Högskolan Dalarna
Open this publication in new window or tab >>Charlotte Lindgren intervjuar Wei Hing Rosenkvist och Solveig Malmsten inför Grammatikdagen 2017 vid Högskolan Dalarna
2017 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Falun: Högskolan Dalarna, 2017
Series
DUpod - podcastserie om pedagogisk utveckling i högre utbildning ; 4
National Category
Educational Sciences
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-24586 (URN)
Note

Sören Johansson, universitetsadjunkt i ljud- och musikproduktion och Charlotte Lindgren, universitetslektor i franska, är båda pedagogiska utvecklare vid Akademin Humaniora och Medier, Högskolan Dalarna. De har producerat denna podcast om grammatikundervisning i språk för att uppmärksamma årets Grammatikdag. Den 17 mars 2017 är det nämligen dags att fira Grammatikdagen. Grammatikdagen är ett ideellt initiativ med Språkkonsulterna och Svensklärarföreningen som huvudarrangörer. Dagen firas på skolor och universitet, mer information finns på www.grammatikdagen.se. Podcasten innehåller en intervju med Wei Hing Rosenkvist, lektor i kinesiska och Solveig Malmsten, lektor i svenska vid Högskolan Dalarna.

Available from: 2017-03-15 Created: 2017-03-15 Last updated: 2019-02-25Bibliographically approved
Ip, W. H. (2015). Enhancing intercultural communication in teaching chinese as a foreign language: An action research study. (Doctoral dissertation). Hong Kong: The Hong Kong Polytechnic University
Open this publication in new window or tab >>Enhancing intercultural communication in teaching chinese as a foreign language: An action research study
2015 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students’ intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.

Place, publisher, year, edition, pages
Hong Kong: The Hong Kong Polytechnic University, 2015. p. 351
Keywords
Intercultural communication, Chinese as a foreign language education, language acquisition, action research, flipped classroom approach, culture in language learning
National Category
Languages and Literature Specific Languages Educational Sciences Didactics
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-23171 (URN)
Public defence
2016-08-11, AG507, Room 507, Chung Sze Yuen Building, The Hong Kong Polytechnic University, Hong Kong, 10:13 (English)
Opponent
Supervisors
Available from: 2016-09-22 Created: 2016-09-22 Last updated: 2018-01-10Bibliographically approved
Ip, W. H. (2015). Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence. In: The 21st International Conference of the International Association for Intercultural Communication Studies (IAICS) cum The 11th Biennual International Conference of the China Association for Intercultural Communication (CAFIC): Culture, Communication, and Hybridity in an Age of Globalization. Paper presented at The 21st International Conference of the International Association for Intercultural Communication Studies (IAICS) cum The 11th Biennual International Conference of the China Association for Intercultural Communication (CAFIC) (pp. 130). Hong Kong
Open this publication in new window or tab >>Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence
2015 (English)In: The 21st International Conference of the International Association for Intercultural Communication Studies (IAICS) cum The 11th Biennual International Conference of the China Association for Intercultural Communication (CAFIC): Culture, Communication, and Hybridity in an Age of Globalization, Hong Kong, 2015, p. 130-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the past few decades, the demands for coping with the rapid development of information communication technology, internationalization and globalization worldwide have shifted the focus of Chinese as a second language (CSL) towards intercultural communication competence in which the role of culture in the acquisition of CSL and in the pragmatic use of the language is emphasized and promoted. However, most of the present research in this academic area still remains only on a theoretical level.

 

In order to explore the possibilities and limitations of integrating Chinese culture and implementing intercultural communication theory into CSL education, an action research has been conducted since the beginning of 2013 to review an actual course for beginners. This paper will present the findings of the research: 1) By applying the theoretical framework of intercultural communicative competence, the findings indicated that the existing CSL course provided limited information explaining the cultural elements that are reflected in the Chinese language. 2) The findings also suggested that the cultural skills acquired in the students’ first language do influence their acquisition of CSL. This is demonstrated in the students’ written tasks such as introducing themselves and presenting other people, etc. The findings can be examples and resources for further research in this academic field.     

Place, publisher, year, edition, pages
Hong Kong: , 2015
Keywords
Intercultural Communication competence, cultural acquisition, Chinese as a foreign language
National Category
General Language Studies and Linguistics
Research subject
Kultur, identitet och gestaltning
Identifiers
urn:nbn:se:du-19123 (URN)
Conference
The 21st International Conference of the International Association for Intercultural Communication Studies (IAICS) cum The 11th Biennual International Conference of the China Association for Intercultural Communication (CAFIC)
Available from: 2015-08-26 Created: 2015-08-26 Last updated: 2018-01-11Bibliographically approved
Ip, W. H. (2014). Enhancing Intercultural Communicative Competence in Chinese L2 Education – An Action Research. In: : . Paper presented at The First International Symposium on Chinese Language Teaching and Learning, Indiana University, Indiana, USA, 25-26 October.. Indiana, USA
Open this publication in new window or tab >>Enhancing Intercultural Communicative Competence in Chinese L2 Education – An Action Research
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the 21st Century, Chinese L2 is facing new challenges caused by the rapid development of information communication technology and internationalization. In this changing global context, how Chinese L2 learners effectively perform intercultural communication has become a crucial element in this education. While it is agreed that intercultural communication competence should be included in the present Chinese L2 education, practical research, such as how to integrate cultural elements into an existing course’s syllabus, remains an open field for scholars and teachers to explore.

This action research endeavors to fill this research gap by exploring the scope of possibilities and limitations in implementing intercultural communication theory into an Internet-based Chinese L2 course for beginners at the university level and by investigating how it could enhance learners’ intercultural communication competence. The research applies a modified framework for communicative competence of second language education which is originally proposed by Usó-Juan and Martinez-Flor’s (2006). The theory suggests that when enhancing the learners’ intercultural communication competence in a foreign language education, it will gradually enhance the learners’ overall performance in linguistic, pragmatic and strategic competence.

Action research seems to be well suited methodology in this study since it allows the researcher (who is also the teacher of the target course) to gather evaluative and reflective data from a direct/insider’s experience. In order to minimize the risk of subjectivity in the action research, this research also applies traditional research methodology, such as distributing and analyzing questionnaires, documentary data collections, in-depth interview, etc.

The first research session of this research was designed to investigate the control groups in 2013 in which the researcher observed how students learned in the target course in its original settings. The data of the control group was then be used as a reference for the experimental groups in 2014 when the students were taught by modified teaching materials in which intercultural communication were highlighted.

This paper will focus on presenting the findings of the first session of this research: (1) what the cultural elements explicitly and implicitly integrated into this language course are, and (2) how these cultural elements affect students’ intercultural communication in different social scenarios, such as introducing themselves and presenting other people, making phone calls, responding to compliments, etc. The findings are a valuable reference and a stepping-stone towards the second session of this action research in 2014. 

Place, publisher, year, edition, pages
Indiana, USA: , 2014
Keywords
Chinese as foreign language education, intercultural communication, culture, language, intercultural communicative competence, action research
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Kultur, identitet och gestaltning
Identifiers
urn:nbn:se:du-14350 (URN)
Conference
The First International Symposium on Chinese Language Teaching and Learning, Indiana University, Indiana, USA, 25-26 October.
Available from: 2014-06-17 Created: 2014-06-17 Last updated: 2018-01-11Bibliographically approved
Ip, W. H. (2014). Flipping the Classroom – Integrating Intercultural Communication Competence into a Chinese Foreign Language Course. In: : . Paper presented at The 2nd Conference of the American Pragmatics Association, University of California, Los Angeles, USA, 17-19 October..
Open this publication in new window or tab >>Flipping the Classroom – Integrating Intercultural Communication Competence into a Chinese Foreign Language Course
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The rapid development of information communicative technology today not only accelerates the pace of internationalization and globalization but also shape the modes of human communication. Facing this overwhelming challenge, the cross-cultural and societal aspects of pragmatics, intercultural communication competence has especially become one of the main focuses in second/foreign language education worldwide.

Responding to this challenge, the latest issued official documents for Chinese as a second/foreign language education in China propose a renewed syllabus, emphasizing the importance of culture as an integral element in effective communication. However, how to integrate intercultural communication theories into present foreign language courses remains mostly on a theoretical level. Very few practical or empirical studies have been done in this academic arena.

This motivated the implementation of an action research in 2013 which aims to explore the possibilities and limitations of integrating Chinese culture and intercultural communication theory into a present Chinese foreign language course for beginners. The research utilizes an interactive online learning platform to deliver a series of online tasks - “flipping the classroom” – to explicitly demonstrate how cultural differences affect the language used by Chinese, English and Swedish speakers. Through case studies and other brainstorming activities, the tasks gradually enhance the students’ awareness of cross-cultural differences in varying social situations.

This paper will present the findings of this action research, in particular, the design and implementation of the online tasks for “flipping the classroom”, such as: 1) the characteristics of this interactive online tool, “flipping the classroom”; 2) the cultural elements and intercultural communication theory included in the online tasks; 3) the specific tasks integrated into the enhanced course; 4) student response to the tasks and 5) the effectiveness of these tasks in developing students’ intercultural communication competence. 

Keywords
Chinese as a second language, culture, cultural pragmatics, intercultural communication, intercultural communicative competence, action research
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Culture, Identity and Representations
Identifiers
urn:nbn:se:du-14349 (URN)
Conference
The 2nd Conference of the American Pragmatics Association, University of California, Los Angeles, USA, 17-19 October.
Available from: 2014-06-17 Created: 2014-06-17 Last updated: 2018-01-11Bibliographically approved
Ip, W. H. (2014). Intercultural Communicative Competence in Teaching and Learning Chinese as a Foreign Language. In: CLTA-GNY 2014 Annual Conference 12th New York International Conference on Teaching Chinese: May 3-4, 2014, New York University and Nanjing University, NY, USA: 2014 Annual Conference Program. Paper presented at The CLTA-GNY 2014 Annual Conference, 12th New York International Conference on Teaching Chinese, New York University and Nanjing University, New York, USA, 3-4 May.. New York
Open this publication in new window or tab >>Intercultural Communicative Competence in Teaching and Learning Chinese as a Foreign Language
2014 (English)In: CLTA-GNY 2014 Annual Conference 12th New York International Conference on Teaching Chinese: May 3-4, 2014, New York University and Nanjing University, NY, USA: 2014 Annual Conference Program, New York, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the past few decades, our world has experienced enormous changes due to the rapid development of information communication technology, internationalization and globalization. In response to these changes, intercultural communication has become the central focus of foreign language education in the West in which the pragmatic use of the foreign language is emphasized and promoted.

Following these trends, the intercultural communication perspective has drawn the attention of Chinese scholars and gradually became one of the controversial issues in the teaching of Chinese as a Foreign Language (CFL). During the debate, a consensus has now been reached that intercultural communication should be a key feature of CFL education and “culture and communication” is placed as one of the main modules in CFL teachers’ education. However, most of the present research in this area is still remains only on the theoretical level. The practical implementation of the intercultural communication perspective remains an open field for scholars and teachers to explore.

In order to explore practical ways of implementing intercultural communication theory in CFL education, this paper investigates four questions: (1) What does “intercultural communication” mean in the teaching of CFL? (2) What are the elements of culture in the Chinese language? (3) How can the framework of intercultural communicative competence be implemented into present-day education of CFL? (4) How can the effectiveness of applying intercultural communicative competence theory in CFL be measured?

In order to provide answers to these questions, the paper presents an action research designed to revise an existing CFL course for beginners and aims to investigate the scope of possibilities and the limitations in implementing the intercultural communication approach in the CFL teaching and learning. The paper also presents a pilot study serving as a valuable reference and a stepping-stone towards more comprehensive research.

Place, publisher, year, edition, pages
New York: , 2014
Keywords
Chinese as foreign language education, intercultural communication, culture, language, intercultural communicative competence, action research
National Category
Humanities and the Arts General Language Studies and Linguistics Specific Languages
Research subject
Kultur, identitet och gestaltning
Identifiers
urn:nbn:se:du-14347 (URN)
Conference
The CLTA-GNY 2014 Annual Conference, 12th New York International Conference on Teaching Chinese, New York University and Nanjing University, New York, USA, 3-4 May.
Available from: 2014-06-17 Created: 2014-06-17 Last updated: 2018-01-11Bibliographically approved
Ip, W. H. (2014). Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence. In: : . Paper presented at The 3rd International Conference on Chinese as a Second Language Research, University of Parma, Italy, 28-30 August. Prama, Italy
Open this publication in new window or tab >>Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the past few decades, the demands for coping with the rapid development of information communication technology, internationalization and globalization worldwide have shifted the focus of Chinese as a second language (CSL) towards intercultural communication competence in which the role of culture in the acquisition of CSL and in the pragmatic use of the language is emphasized and promoted. This standpoint is highlighted explicitly in the recently issued official documents of CSL education in China, 2008.

However, most of the present research in this academic area still remains only on a theoretical level. Additional practical research related to how culture affects the acquisition of CSL; how culture should be integrated into present CSL courses, as well as how intercultural communication theories should be implemented in this education, remain an open field for scholars and teachers to explore.

In order to explore the possibilities and limitations of integrating Chinese culture and implementing intercultural communication theory into CSL education, an action research has been conducted since the beginning of 2013 to review an actual course for beginners. The first phase of the research focuses on: (1) what the cultural elements explicitly and implicitly integrated into this language course are, and (2) how these cultural elements affect students’ acquisition of CSL.

This paper will present the findings of the data collection from 2013. By applying the theoretical framework of intercultural communicative competence, the findings indicated that the existing CSL course provided limited information explaining the cultural elements that are reflected in the Chinese language. The findings also suggested that the cultural skills acquired in the students’ first language do influence their acquisition of CSL. This is demonstrated in the students’ written tasks such as introducing themselves and presenting other people, making phone calls, responding to compliments, etcBased on the findings of the first phrase, the second stage of the research aims to implement intercultural communicative theory in the existing CSL course and examines the effectiveness of such modification of the course.

Place, publisher, year, edition, pages
Prama, Italy: , 2014
Keywords
Chinese as a second language, intercultural communication, culture, language acquisition, intercultural communicative competence, action research
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Culture, Identity and Representations
Identifiers
urn:nbn:se:du-14348 (URN)
Conference
The 3rd International Conference on Chinese as a Second Language Research, University of Parma, Italy, 28-30 August
Available from: 2014-06-17 Created: 2014-06-17 Last updated: 2018-01-11Bibliographically approved
Rosenkvist, W. H. (2013). Teaching Intercultural Communication in Foreign Language Education through Video Conferencing. LMS Lingua (1), 20-24
Open this publication in new window or tab >>Teaching Intercultural Communication in Foreign Language Education through Video Conferencing
2013 (English)In: LMS Lingua, ISSN 0023-6330, no 1, p. 20-24Article in journal (Refereed) Published
Abstract [en]

Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of focus from the production and distribution of learning materials towards communication and learning as a social process, facilitated by various internet-based platforms. The current focus on learners interacting and communicating synchronously trough videoconferencing is known as the fourth generation of distance language education.

Despite the fact that teaching of Chinese as a foreign language (CFL) faces the same or even greater challenges as teaching other languages, the intercultural communication perspective is still quite a new trend in CFL and its implementation and evaluation are still under development. Moreover, the advocates of the new trends in CFL have so far focused almost exclusively on classroom-based courses, neglecting the distance mode of CFL and leaving it as an open field for others to explore.

In this under-researched context, Dalarna University (Sweden), where I currently work, started to provide web-based courses of the Chinese language in 2007. Since 2010, the Chinese language courses have been available only in the distance form, using the same teaching materials as the previous campus-based courses. The textbooks used in both settings basically followed the functional nationalism approach. However, in order to catch up with the main trend of foreign-language education, we felt a need to implement the cross-cultural dimension into the distance courses as well. Therefore in 2010, a pilot study has been carried out to explore opportunities and challenges for implementing a cross-cultural perspective into existing courses and evaluating the effectiveness of this implementation based on the feedback of the students and on the experience of the teacher/researcher.

Place, publisher, year, edition, pages
Sweden: Riksföreningen för Lärarna i Moderna Språk, 2013
Keywords
Intercultural Communication, Chinese, Foreign language education, Video conferencing
National Category
Social Sciences Educational Sciences
Research subject
Kultur, identitet och gestaltning
Identifiers
urn:nbn:se:du-13270 (URN)
Available from: 2013-11-15 Created: 2013-11-15 Last updated: 2017-03-15Bibliographically approved
Ip, W. H. (2012). Video Conferencing: Advantages and Limitations in Teaching Intercultural Communication in Foreign Language Education. In: Proceedings of the 5th edition of the international conference “ICT for Language Learning”, Florence, Italy, 15 -16 November 2012: . Paper presented at The 5th edition of the international conference “ICT for Language Learning”, Florence, Italy, 15 -16 November 2012 (pp. 349-352). Italy: Libreriauniversitaria.it
Open this publication in new window or tab >>Video Conferencing: Advantages and Limitations in Teaching Intercultural Communication in Foreign Language Education
2012 (English)In: Proceedings of the 5th edition of the international conference “ICT for Language Learning”, Florence, Italy, 15 -16 November 2012, Italy: Libreriauniversitaria.it , 2012, p. 349-352Conference paper, Published paper (Refereed)
Abstract [en]

The introduction of video conferencing platforms such as Skype, Adobe Connect, Marratech, etc., initiated a revolution in distance foreign language education. This new virtual classroom allows direct and instant interaction between teachers and students throughout the world, as well as among students themselves. Nonetheless, video conferencing also poses new challenges, such as the necessity of developing new teaching methodologies, pedagogies and modified syllabi. This new technology also generates difficulties and limitations due to the technological requirements needed for this interaction. Since current trends in foreign language education have shifted towards the promotion of intercultural communication competence which has its own specific teaching methods and tools, successful distance foreign language programs require innovative solutions that take into account both the developments in communication technology and intercultural educational perspectives in a synergistic way. The main focus of the paper is to bring together these two areas and to shed light on how the instant virtual language learning environment provided by video conferencing can help us in the implementation of the theory of intercultural communication in foreign language education. In order to examine this question, the paper presents a case study based on an action research designed for modifying a traditional beginners’ course of Chinese as a foreign language in Sweden. The research deals with revising the existing course syllabus, applying a task-based learning methodology and adding authentic video conferencing materials for the learners. The paper presents a pilot study that was conducted in order to explore the possibilities and limitations generated by video conferencing technology from the perspective of the theory of intercultural communication in foreign language education. The results of the study provide an important starting point for a new direction for research in this field.

Place, publisher, year, edition, pages
Italy: Libreriauniversitaria.it, 2012
Series
ICT for Language Learning ; 5
Keywords
Video conferencing, distance learning, foreign language education, Chinese language, intercultural communication
National Category
General Language Studies and Linguistics Educational Sciences
Identifiers
urn:nbn:se:du-13272 (URN)978-88-6292-309-5 (ISBN)
Conference
The 5th edition of the international conference “ICT for Language Learning”, Florence, Italy, 15 -16 November 2012
Available from: 2013-11-21 Created: 2013-11-15 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6227-1557

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