Student Communication Competence

• Main Author: Morreale, Sherwyn P.
• Format: Other/Unknown Material
• Language: unknown
• Published: Wiley 2015
• Subjects: Spitzberg
• Online Access: http://dx.doi.org/10.1002/9781405186407.wbiecs112.pub3; https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2F9781405186407.wbiecs112.pub3; https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781405186407.wbiecs112.pub3

Scholars and teachers have endeavored over time to define communication competence conceptually and identify the components that comprise it. The increasing cross‐cultural importance of this notion is emphasized by the development of an international volume devoted entirely to communication competence in various contexts and situations, including instructional communication (Hannawa & Spitzberg 2015). Some researchers have collaborated to define and describe the communication competencies considered critical to students' personal, professional, and academic success, while others have studied why communication competence is important for students. As a result of public mandates from accrediting agencies and academic administrators, still others have examined how to assess students' communication competence. While these studies were mainly carried out in the United States, scholars in a variety of countries have demonstrated keen interest in understanding intercultural communication competence and variations in competence based on the impact of culture, globalization, and emerging technologies.