TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND
DOI:
https://doi.org/10.17721/2663-0303.2018.2.02Keywords:
intercultural communicative competence, intercultural communication, interaction, competence, learning strategies, cultureAbstract
Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern.
Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence.
Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural communicative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing intercultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language.
Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, diaries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.References
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56 (1), 46–54.
Anderson, C. (2003). Phillipson’s children. Language and intercultural communication, 3(1), 81–94.
Bredella, L. and Christ, H. (1995). «Didaktik des Fremdverstehens – Ein Forschungsprogramm im Rahmen der Graduiertenfoerdungen. Aglistik, 5 (2), 3–16.
Brumfit, C. (1997). British Studies: an educational perspective. In: S. Bassnett (Ed.), Studying British Cultures. An Introduction (pp. 39–53). London: Routledge.
Buttjes, D. (1990). Culture in German foreign language teaching: making use of an ambiguous past. In D. Buttjes and M. Byram (Eds.), Mediating languages and cultures. Clevedon (pp. 3–16). Clevedon: Multilingual Matters.
Byram, M. and Fleming (Eds.) (1998). Language learning in intercultural perspective. Cambridge: Cambridge University Press.
Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1: 1–47.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block and D. Cameron (Eds.), Globalization & language teaching (pp. 151–167). London: Routledge.
Gray, R. and Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-CALL 12 (3), 10 pp. Retrieved 17 August, 2003: http://www.cltr.uq.edu.au/oncall/gray123.html
Kramer, J. (2000). Area studies. In M. Byram (Ed.), Routledge encyclopaedia of language teaching and learning. (pp. 41–48). London: Routledge.
Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram and M. Fleming (Eds.) Language learning in intercultural perspective (pp. 16–31). Cambridge: Cambridge University Press.
Paulston, C.B. (1974). Implications of language learning theory for language planning: Concerns in bilingual education. Papers in Applied Linguistics: Bilingual Education Series 1. Arlington, Va: Centre for Applied Linguistics.
Pennycock, A. (1994). The cultural practice of English as an international language. London: Longman.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Prodromou, L. (1988). English as cultural action. ELT Journal, 42 (2), 73–83.
Pulverness, A. (1995). Cultural studies, British studies and EFL. Modern English Teacher, 4 (2).
Roberts, C., Byram, M., Barro, A., Jordan, S. and Street, B. (2001). Language learners as ethnographers. Clevedon: Multilingual Matters.
Spitzberg, Brian H., Cupach, (1984). William R. Interpersonal communication competence. – 247 p.
Tesoriero F. (2006). ‘Personal Growth Towards Intercultural Competence Through an International Field Education Programme’. Australian Social Work, 59(2):126–140.
Kirabayev N. (2005). Globalizatsiya I multiculturalism. (Кирабаев Н.С. Глобализация и мультикультурализм. – М.: Изд-во РУДН. – 332 с.).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Лілія Морська
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright policy according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
Authors who publish their articles in "Ars Linguodidacticae" (Open Access Journal) retain the following rights:
- The authors retain the copyright of their article and grant the Ars Linguodidacticae journal the right to first publish the manuscript of their article under the Creative Commons (CC BY-NC 4.0) Attribution License, which allows others to freely distribute the published work with mandatory reference to the author of the original work and first original publication in the Ars Linguodidacticae journal. An indication of the retention of the copyright of the work is provided on the title page of the article.
- The authors reserve the right to enter into separate contracts for the non-exclusive distribution of their article as published in Ars Linguodidacticae (e.g., placing the article in electronic libraries, archives and catalogs or publishing it as part of institute collections and monographs), provided that a full reference to the first original publication in Ars Linguodidacticae is given.
- The policy of the "Ars Linguodidacticae" journal allows and encourages authors to post a manuscript both before and during editorial processing, as this promotes productive scientific discussion and has a positive effect on the speed and dynamics of citing the article.
The editorial board reserves publishing rights to:
- the collated original articles and to the entire issue of the journal.
- the design of the journal and original illustrative and supplementary materials.
- the reprint reprints of the Journal in printed and electronic form.
The copyright policy is carried out according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
For more information, please read the full text of the CC BY-NC 4.0 Public License.
Creative Commons Attribution-NonCommercial 4.0 International License.
