Abstract
Concepts of teaching foreign languages haven’t cleared up the misunderstanding and difficulties which appeared because of the unsufficient level of the development of pupils’ sociocultural competence. These difficulties were closely connected with linguistic misunderstanding, striking difference in national characters, peculiarities of foreign cultures. Nowadays, while studying a foreign language, pupils realize that they should master not only a foreign language and get acquainted with other culture but get to know the other way of living. So the necessity of developing the intercultural competence alongside with the communicative one has appeared. Purpose . To give a short historical analysis of teaching within the intercultural approach, to show the connection between intercultural and communicative competences. Approaches to teaching and stages of sociocultural learning and its content are regarded. Intercultural context of teaching based on the sociocultural aspect of teaching a foreign language is described. The most important feature of such teaching is the role of a pupil and his necessity of dealing with a foreign culture. The main problems within intercultural communication are closely connected with a linguistic (language) shock (when the pupils’ level of the language competence is rather low), a cultural shock (when the problem solving strategies peculiar to the culture of the mother tongue do not hold) and the cultural stress may occur. It is connected with the change of a new social status in another culture. There are two another approaches towards skills development in intercultural teaching: The Social Skills Approach and The Holistic Approach. The scholars define three stages of intercultural competence development: monocultural (at this level a pupil watches and evaluates another culture on the grounds of his own one); intercultural (a pupil holds the position between two cultures and can compare them), and transcultural – a pupil acts as a mediator between two cultures. Different exercises and tasks for developing main strategies of an intercultural conflict resolution – to watch, understand and compare, interpret, act and interact are given.
Highlights
Hasta hace dos décadas los modelos de enseñanza de lengua extranjera no eran adecuados para responder a la demanda real ni para solucionar muchos de los malentendidos y dificultades que se producen porque los alumnos tienen una carencia de competencia sociocultural
El primero se basa en análisis comparativos de diferentes culturas para explorar cómo afectan los factores culturales en la forma de negociar en diferentes países
De todas formas, estos cursos estaban basados en resultados de análisis comparativos de diversas culturas y simplificaba aspectos culturales con afirmaciones como que los italianos son corruptos, los daneses demócratas o los mexicanos vagos
Summary
Hasta hace dos décadas los modelos de enseñanza de lengua extranjera no eran adecuados para responder a la demanda real ni para solucionar muchos de los malentendidos y dificultades que se producen porque los alumnos tienen una carencia de competencia sociocultural. El diccionario de términos claves de ELE nos da la respuesta: Por competencia intercultural se entiende la habilidad del aprendiente de una segunda lengua o lengua extranjera para desenvolverse adecuada y satisfactoriamente en las situaciones de comunicación intercultural, aquella que resulta de la interacción entre hablantes de lenguas y culturas diferentes, que se producen con frecuencia en la sociedad actual, caracterizada por la pluriculturalidad [8] Debemos responder a la pregunta: ¿qué es la competencia intercultural? El diccionario de términos claves de ELE nos da la respuesta: Por competencia intercultural se entiende la habilidad del aprendiente de una segunda lengua o lengua extranjera para desenvolverse adecuada y satisfactoriamente en las situaciones de comunicación intercultural, aquella que resulta de la interacción entre hablantes de lenguas y culturas diferentes, que se producen con frecuencia en la sociedad actual, caracterizada por la pluriculturalidad [8]
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