Teaching Intercultural Communicative Competence in the Foreign Language Classroom
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| Title: | Teaching Intercultural Communicative Competence in the Foreign Language Classroom |
|---|---|
| Language: | English |
| Authors: | W. I. Griffith, Hye-Yeon Lim |
| Source: | MEXTESOL Journal. 2024 48(1). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Teaching Methods, Intercultural Communication, Communicative Competence (Languages), Second Language Learning, Second Language Instruction, Language Proficiency, Teacher Attitudes, Critical Thinking, Thinking Skills, Learning Activities, Cultural Awareness, Language Usage, Teacher Role, Lesson Plans |
| ISSN: | 2395-9908 |
| Abstract: | Achieving higher levels of proficiency in a foreign language depends on more than an extensive knowledge of grammar and vocabulary. Evidence is mounting that true proficiency depends on cultural awareness about how and when language is used. This suggests that teachers in foreign language classrooms must incorporate explicit cultural lessons into their teaching plans. Yet, there remains a stubborn resistance to doing so. This paper outlines the main reasons in teaching culture and how cultural instruction and awareness lead to increased intercultural communicative competence (ICC). It addresses teachers' concerns about teaching culture and outlines their roles. The paper provides a strategy for designing successful activities that will build intercultural communicative competence and critical thinking skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420716 |
| Database: | ERIC |
| Abstract: | Achieving higher levels of proficiency in a foreign language depends on more than an extensive knowledge of grammar and vocabulary. Evidence is mounting that true proficiency depends on cultural awareness about how and when language is used. This suggests that teachers in foreign language classrooms must incorporate explicit cultural lessons into their teaching plans. Yet, there remains a stubborn resistance to doing so. This paper outlines the main reasons in teaching culture and how cultural instruction and awareness lead to increased intercultural communicative competence (ICC). It addresses teachers' concerns about teaching culture and outlines their roles. The paper provides a strategy for designing successful activities that will build intercultural communicative competence and critical thinking skills. |
|---|---|
| ISSN: | 2395-9908 |
