Intercultural Communicative Competence in English (Foreign) Language Teaching and Learning

İlgili çalışmaların eleştirel ve tarihsel bir bakış açısıyla taranmasına dayalı olarak, bu çalışmaİngilizce öğretiminin öğrencilerden beklenen yeterlilikler açısından nasıl bir noktada olduğunu ortayakoymayı amaçlamıştır. Dilbilgisi (gramer) yeterliliği ve iletişimsel yeterliliğin birbirini takip eden haki- miyetlerinin ardından, kültürlerarası iletişim yeterliliğinin (farklı kültürlerin mensuplarıyla etkin ve uygunbir biçimde etkileşime girmek için gereken bilgi, motivasyon ve beceriler [Wiseman, 2002, 208]) mevcutdurumda ön planda tutulan yeterlilik türü olduğu görülmüştür. Ulaşılan başlıca sonuca göre, birçokçalışma kültürlerarası iletişim yeterliliğini temel almaktadır; fakat bu çalışmalar iletişimsel yeterliliknosyonunun temel ilkelerinden nerede ve nasıl ayrıldıkları ve dille beraber hangi kültürün öğretileceğikonularında ya çelişkilidir ya da net değildir. Yazar, kültürlerarası iletişim yeterliliğinin kazandırılmasınadayalı bir pedagojik felsefenin tarafı olarak, bu tür bir modelin henüz araştırmaya dayalı bir olgunlaştırmasürecine ihtiyaç duyduğu sonucuna varmıştır. Bu bağlamda, kültürlerarası iletişim yeterliliğinin üzerineinşa edilebileceği yeni bir model üzerine bir takım temel ilkeler ve bakış açıları ilgili atıflar desteğindetartışılmıştır.

İngilizce (Yabancı Dil) Öğretimi ve Öğreniminde Kültürlerarası İletişim Yeterliliği

Based on a critical review of selected relevant studies and with a historical perspective, thisreview article as a piece of secondary research (Nunan, 1992, 8) aims to point out where the world oflanguage teaching is in terms of the competences that learners are expected to gain. It was determined thatintercultural communicative competence, i.e. the knowledge, motivation and skills to interact effectivelyand appropriately with members of different cultures (Wiseman, 2002, 208), is currently the highlyfavored one after the sequential dominance of grammatical (linguistic) competence and communicativecompetence. The major inference drawn from the review was that although a number of particular studiesdraw heavily on intercultural communicative competence, they are paradoxical or not clear about whereand how they differ from the tenets of its criticized predecessor, i.e. communicative language teaching,and whose culture is to be taught along with the language. Taking sides for a pedagogical philosophypredicated on intercultural communicative competence, the author concludes that it is yet a set of beliefsand procedures in need of multidisciplinary research-driven clarification and maturation and in thisrespect, he refers to and discusses some fundamental principles and standpoints upon which a new modelbased on intercultural communicative competence can be built.

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