identifies communicative competence as “That aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts” (p.36). It includes four sub-competences which are interconnected and they cannot develop separately. These four competences are:
_ Linguistic Competence: is related to language knowledge such as spelling, structure and pronunciation.
– Sociolinguistic (pragmatic competence): implies an understanding of the way of using the language properly in certain social contexts.
– Discourse Competence: emphasizes two elements which are cohesion and coherence of the whole text. – Strategic Competence: includes making use of certain coping strategies in order to overcome …show more content…
According to Kramsch (cited in Litiem & Mebrouki, 2012), the notion of ICC was introduced by Byram (1997). Byram, Gribkova and Starkey (2002) argue that the ultimate goal of language teaching is to develop the learners’ intercultural dimension in order “…to help language learners to interact with speakers of other languages on equal terms and to be aware of their own identities and those of their interlocutors” (p.7). They view that it entails three components which are knowledge, skills and attitudes that learners have to …show more content…
He goes further on saying “Whereas communicative competence includes only knowledge and skills, intercultural communicative competence also includes the learners’ personal identity, social abilities and attitudes” (p.71). In this regard, language learners have to become what is called “the intercultural speaker”, Byram & Risager (cited in Talbi, 2011) defines it as” A person who is capable of perceiving and explaining cultural and linguistic differences and of making use of this capability in communication” (p.68). The concept of ICC refers to the process where learners become aware and understand the differences between foreign culture and their own culture. According to Byram, Gribkova and Starkey
_ Linguistic Competence: is related to language knowledge such as spelling, structure and pronunciation.
– Sociolinguistic (pragmatic competence): implies an understanding of the way of using the language properly in certain social contexts.
– Discourse Competence: emphasizes two elements which are cohesion and coherence of the whole text. – Strategic Competence: includes making use of certain coping strategies in order to overcome …show more content…
According to Kramsch (cited in Litiem & Mebrouki, 2012), the notion of ICC was introduced by Byram (1997). Byram, Gribkova and Starkey (2002) argue that the ultimate goal of language teaching is to develop the learners’ intercultural dimension in order “…to help language learners to interact with speakers of other languages on equal terms and to be aware of their own identities and those of their interlocutors” (p.7). They view that it entails three components which are knowledge, skills and attitudes that learners have to …show more content…
He goes further on saying “Whereas communicative competence includes only knowledge and skills, intercultural communicative competence also includes the learners’ personal identity, social abilities and attitudes” (p.71). In this regard, language learners have to become what is called “the intercultural speaker”, Byram & Risager (cited in Talbi, 2011) defines it as” A person who is capable of perceiving and explaining cultural and linguistic differences and of making use of this capability in communication” (p.68). The concept of ICC refers to the process where learners become aware and understand the differences between foreign culture and their own culture. According to Byram, Gribkova and Starkey