Kazakh University of International Relations and World Languages

named after Abylai Khan

Project Work

FORMATION OF INTERCULTURAL AND COMMUNICATIVE

COMPETENCE OF FUTURE TEACHERS OF A FOREIGN
LANGUAGE USING DIGITAL TECHNOLOGIES

Done by: Muratkyzy Nuraiym

Almaty, 2022
 FORMATION OF
INTERCULTURAL AND
COMMUNICATIVE criteria, indicators and levels of formation of intercultural and
COMPETENCE communicative competence of future teachers of foreign
languages ​are determined

THE FINAL PURPOSE is the

formation of intercultural and a set of pedagogical conditions that ensure the formation of
communicative competence of future intercultural and communicative competence among future
teachers of foreign languages. teachers of foreign languages ​using digital technologies has
been identified and scientifically substantiated

- develop a model for the formation of

intercultural competence of future the essence is clarified and the structural components of the
teachers; intercultural and communicative competence of future teachers
of foreign languages ​are identified;

to develop pedagogical methods in the

formation of intercultural competence SCIENTIFIC NOVELTY OF THE RESEARCH:
of future teachers of foreign languages;
 Model of stages of the ICCC

Language - Culture

Language knowledge Input Intercultural knowledge

Intercultural
Language awareness Notice
attitudes&awareness

Language practice Practice Intercultural skills

Language in use Output Intercultural in use

Intercultural communicative competence

 LANGUAGE STAGE 1. INPUT INTERCULTURAL
KNOWLEDGE KNOWLEDGE

THIS STAGE IS AIMED at providing learners with language knowledge and intercultural
knowledge by exposing learners to a wide range of authentic texts and sources (oral, written,
and visual) about language and different cultures.

the input should include both language and culture knowledge

The theory of Krashen’s Comprehensible Input Hypothesis (Krashen, 1985) is embedded in

this teaching step to increase learners’ learning motivation by exposing learners to
comprehensible input that is understandable but one step beyond their understanding.
 LANGUAGE
KNOWLEDGE
SKILL: COGNITIVE
TECHNIQUE: Brainstorming
Mind-map
METHOD: Task-based teaching
Cultural assimilation
TEACHER:
introduce the different dating
styles in different cultures
Questionnaire
STAGE 1. INPUT INTERCULTURAL
TASKS KNOWLEDGE
Theme: Dance with Love
In this step, teacher firstly introduces the topic “dating” and asks students to preview
this topic. Then the teacher divides students into four groups to search enough materials
about this topic. During this process, students can use internet to gain information or ask
teacher to help. In this step, teacher need to tell students that dating is a universal topic
but students should be cautious about something related to foreigners’ privacy and avoid
some misunderstandings during communication. Response: students conclude that there
are four dating types: online dating, speed dating, formal dating and casual dating. Here
is a new dating style in China, such as TV dating. They also record what kind of dating
style is more popular among young people.
Students need to care about the two questions
1) who should first initiate the date?
2) 2) Who should pay for the date?
LANGUAGE INTERCULTURAL
AWARENESS STAGE 2. NOTICE
ATTITUDES&AWARENESS

Based on their previous knowledge of language and interculture, learners are encouraged to
notice and make comparisons between unfamiliar features with known ones. In addition,
learners discuss the reasons for language and intercultural features as well as their personal
response to those language and intercultural features.

This stage, which is the next stage of the knowledge scaffolding and constructing process,
utilizes the theory of Schmidt’s Noticing Hypothesis (Schmidt, 1995, 2001) to help to raise
learners’ language awareness and intercultural awareness and adjust their intercultural
attitudes by exposing learners to more authentic learning tasks / activities so that they can
attend to and notice unknown features of the input.
 LANGUAGE STAGE 2. NOTICE INTERCULTURAL
AWARENESS TASKS ATTITUDES&AWARENESS

SKILL: SOCIO-LINGUISTIC Theme:“The Money Game”

TEACHER: introduce
different values to money
TECHNIQUE: Comparison between Chinese and
Americans
and contrast
Cultural capsule

METHOD: Task-based teaching They find the similarities and differences between Chinese people's and
Americans consuming habits as well as their credit card situation.

students make interviews with each other to answer questions

Interview and record their behavior as well.
 LANGUAGE STAGE 3. INTERCULTURAL
KNOWLEDGE PRACTICE KNOWLEDGE

The theory of Long’s Interaction Hypothesis

Learners have a variety (Long, 1985, 1996) is employed in this Moreover, they have
of opportunities to teaching step foster learners’ ICC chances to practice using
practice short, supported development by assisting learners to make intercultural language
and guided use of their previous comprehensible input to strategies for
communicative tasks enhance their language skills (e.g., speaking, communication in
about elements of the listening, reading, and reading) and accordance to their
new knowledge in the intercultural skills (e.g., abilities to interpret language and cultural
two previous teaching the meanings in the target culture and relate needs.
steps. them to one’s own and to interact with people
from different cultures).
 LANGUAGE STAGE 3. PRACTICE INTERCULTURAL
KNOWLEDGE TASKS KNOWLEDGE

SKILL: CONTEXT-COMMUNICATIVE

Theme:“Language in mission”

TECHNIQUE: opinions-exchange
METHOD: Task-based teaching

The teacher requires students to make dialogues while using “making inquiries
and “giving negative response”. There are two basic types of inquiries: one is to
TEACHER: learn to give make request, the other one is get other people’s opinion. Response: Students at
negative response first are not aware of differences between Chinese expression and foreign
expression so that they use Chinese way to express. Moreover, they don’t realize
that this also will influence communication.
 LANGUAGE IN USE
At this stage, learners are
able to produce the earlier
input features and reflect on
their effectiveness and
appropriateness.
STAGE 4.
OUTPUT
The underlying learning theory is the theory of
Swain’s Output Hypothesis (Swain, 1995, 2000)
which aims to raise learners’ awareness of a gap in
his/her learning process. This may trigger a new
input for another process of the ICLT model as
learners’ output is a process rather than a product
of their ICC learning.
INTERCULTURAL IN
USE
Furthermore, learners are able to
explore further in the new language
and intercultural features by trying
out new forms, expressions, or
strategies derived from the earlier
input in actual language use through
language and intercultural tasks
(e.g., project, drama, presentation,
etc.).
 LANGUAGE STAGE 4. OUTPUT INTERCULTURAL
AWARENESS TASKS ATTITUDES&AWARENESS

SKILL: STRATEGIC Theme:“The Money Game”

TECHNIQUE: ROLE PLAY. students are required to finish a communicative activity. They choose
Treasure hunt different roles to play and face the same question (they have maxed out
METHOD: Cultural island their credit card

Reformulation retelling a story to a partner in his/her own words

 Conclusion

To sum up this project focuses on the study of developing intercultural communicative

competence. Firstly, in this project, the teacher adopts the task-based approach to specify the
learning objectives stresses the input of intercultural knowledge. Through the techniques, it is
feasible to for English teachers to implement culture learning in the foreign language
educational context. In this study, the motivation of students has been aroused and the four
basic language skills have been well integrated into this process. For most students, they
acquire more language knowledge than the traditional way of teaching. The teacher needs to
be patient to students’ progress because students need a long time to acquire the details and
need a real situation to testify their ability.
 REFERENCES

1. Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon : Multilingual

Matters.
2. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon,
Philadellphia : Multilingual Matters. A Common European Framework of Reference for Language
Learning, Teaching, Assesment. Council of Europe. (2001). [online]. [cit.19.7.2014]. Available on
the internet: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf. 2001
3. Chen, G-M. and Starosta, W. J .( 1998). Foundations of Intercultural Communication. Allyn and
Bacon. USA.
4. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
5. Fantini, A. E. (2006). Assessment Tools of Intercultural Communicative Competence SIT Occasional
Paper Series.
6. Samovar,L.A.,and Porter,R.E. (1997). Intercultural Communication: A reader (8:th Ed.).Belmont,
Ca: Wadsworth Publishing company

7. Hymes, Dell. (1972). On Communicative Competence. In Pride and Holmes.

THANK YOU FOR YOUR
ATTENTION!