Teaching and Assessing Intercultural Communicative by Michael Byram

By Michael Byram

Overseas and moment language instructing may still arrange freshmen to exploit a language with fluency and accuracy, and likewise to talk with those that have various cultural identities, social values and behaviours. this article goals to outline accurately what advantage are required, how those will be incorporated in academics' targets and strategies, and the way the power to speak throughout cultural variations will be assessed.

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Extra resources for Teaching and Assessing Intercultural Communicative Competence (Multilingual Matters)

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Furthermore, FLT has a central aim of enabling learners to use that language to interact with people for whom it is their preferred and 'natural' medium of experience, those we call 'native speakers', as well as in lingua franca situations where it is an estranging and sometimes disturbing means of coping with the world for all concerned. FLT is therefore concerned with communication but this has to be understood as more than the exchange of information and sending of messages, which has dominated 'communicative language teaching' in recent years.

The paper, 'Definitions, objectives and assessment of socio-cultural competence' was written to a tight schedule. This had the advantage of obliging us to formulate our thinking quickly and clearly, and the disadvantage of allowing little time for reflection, revision or elaboration. It also meant that the formulation was related to a particular model of language learning and to other position papers in the project. It is possible that without the stimulus of the Council of Europe project, we would not have put pen to paper or hand to computer, being too wary of the complexities of the issues.

The former developed their work from Hymes and others. van Ek makes no explicit reference to either Hymes or Habermas, but presented his work as part of a developing project under the auspices of the Council of Europe; in fact, van Ek refers to 'communicative ability'. The work of Canale and Swain and van Ek and the Council of Europe team has much in common and could be analysed comparatively. I propose here however to take van Ek's work as a starting point, partly because it is more detailed and partly because it was the origin of the model I shall present later.

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