Techniques Developing Intercultural Communicative Competences in English Language Lessons

Abstract

Mutual understanding and intercultural competences are very important in the today's global world, because they allow us to overcome prejudice, discrimination and misunderstandings between people of different cultural backgrounds. Intercultural communicative competences (ICC) in English language education permit learners to understand and communicate successfully with representatives of the target language cultures. Acquiring ICC is a complex matter, which involves a new approach not found in traditional language lessons. Additionally teachers find it difficult to identify themselves with and apply intercultural aspects of the target language. Even though, all the curricular documents emphasise importance of development of ICC for learners, the recommendations are mostly only general and do not provide specific guidance for teachers. Consequently, teachers are often confused and the question of content, materials and techniques often arises. Also ICC next to grammar or vocabulary are less tangible and more difficult to comprehend, but on the other hand ICC are very much needed for real life usage. Traditional classrooms provide systematic presentation and acquisition of knowledge and skills under the guidance of a teacher, but offer very little chance to develop skills for interaction in real world scenarios. The aim of acquiring intercultural communicative competences is prepare learners to act appropriately and successfully in real life situations in a foreign language. This paper gives brief guidance to teachers on how to manage developing ICC in English language lessons. Several techniques (comparison method, cultural assimilation, cultural capsule, drama, TPR, cultural island, reformulation, noticing, treasure hunt, prediction, role plays, research, songs, games, portfolio, field trip) are suggested, with examples of how to deal with various aspects of intercultural communicative competences.