<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.</p></abstract>

Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.

Developing the Cadets’ Communication Competence from an Intercultural Perspective

“Nicolae Bălcescu” Land Forces Academy

Land Forces Academy Review

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a...

Developing the Cadets’ Communication Competence from an Intercultural Perspective

Data publikacji: 28 lip 2018

Zakres stron: 136 - 142

DOI: https://doi.org/10.2478/raft-2018-0016

Słowa kluczowe
teaching materials, intercultural communicative competence, activity types, attitudes, skills

© 2018 Brândușa-Oana Niculescu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Developing the Cadets’ Communication Competence from an Intercultural Perspective

Data publikacji: 28 lip 2018

Zakres stron: 136 - 142

DOI: https://doi.org/10.2478/raft-2018-0016

Słowa kluczoweteaching materials, intercultural communicative competence, activity types, attitudes, skills

© 2018 Brândușa-Oana Niculescu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Słowa kluczowe
teaching materials, intercultural communicative competence, activity types, attitudes, skills