Targeting the development of intercultural communicative competence through designing an interculturalized oral expression syllabus

Abstract EN

The present paper is an attempt to integrate the intercultural dimension in the oral expression syllabus design.

In the wake of our volatile world, a new profile, particularly, Intercultural Communicative competence (ICC) is sought in order to keep pace with the tempo engendered by globalisation.

Indeed, the present research tries to embody the intercultural dimension in the processes of syllabus design (objectives, content, teaching methods, and evaluation mode).

After ascertaining the abseence of this perspective the English Language Teaching (ELT) curriculum taught at Batna-2 University, we figured out that the content and activities can be considered intercultural only if they are implemented through the intercultural approach.

Nevertheless, there is no specification of the particular teaching method adhered to in order to deliver such syllabi.

Ergo, it all depends on instructors; that is why we initiated some teacher-shadowing sessions in which we made sure that classes are driven by Teacher Talking Time (TTT), and there is no place for Intercultural Language Teaching (IcLT).

These findings paved the way to conduct an experimental research on a sample of ELT students who are subjected to an interculturally-oriented input in order, then, to test their ICC.

Their progress is detected in comparison with a control group on whom traditional teaching is implemented.

Our humble paper presents these qualitative and quantitative analyses which dovetail with action research, and which finally ends up with some recommendations for curricula designers at the micro and macro levels and for teachers as well.