Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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2 Theoretical and Empirical Background
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2.1 Key Terms and Definitions
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2.1.3 An Overview of Communicative Competence, Intercultural Competence, and Intercultural Communicative Competence

2.1.3 An Overview of Communicative Competence, Intercultural Competence, and Intercultural Communicative Competence

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The concept of communicative competence is introduced by Hymes (1972), who, besides grammatical competence, emphasizes the culturally appropriate use of language among native speakers. Canale and Swain (1980) took up Hymes’s (1972) idea with the intention of developing communicative language teaching, identifying the elements of communicative competence as grammatical competence, sociolinguistic competence, and strategic competence. Discourse competence was added to the original model by Canale in 1983. Later, van Ek (1986) added sociocultural and social competence to Canale and Swain’s (1980) competences. However, Byram (1997) and Soler and Jordà (2007) claim that these models, which focus mainly on the use of language and the acquisition of communicative skills, neglect the importance of the learners’ social identities and cultural competencies. Therefore, these models present a challenging, or even impossible target for foreign language learners, since, in terms of language acquisition, native speakers were primarily considered as models. Consequently, teachers eventually required a cultural approach to foreign language teaching to be able to better prepare their learners for real-life communication in a foreign language.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Byram (1997) takes van Ek’s (1986) six competences as a starting point and proposes the concepts of intercultural competence (IC) and intercultural communicative competence (ICC). As stated by Byram (1997), IC refers to the ability to interact with people from different countries and cultures in their own language, while ICC is required in order to interact with people from other countries and cultures in a foreign language. However, IC and ICC are generally used interchangeably. In the present study, ICC is used to describe the ability of linguistically and culturally diverse students to interact with one another in English as the lingua franca that is the vehicle of communication for many of the students in the observed school.
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