Pedagogical principles of developing speaking skills through an intercultural approach
Article Sidebar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Main Article Content
Abstract
This conceptual study examines pedagogical principles for developing EFL speaking skills through an intercultural approach. Drawing on theories of intercultural communicative competence and communicative language teaching, the article systematises key foundations for integrating cultural awareness into oral instruction. Through qualitative conceptual analysis, six interrelated principles are identified, emphasising dialogic interaction, pragmatic sensitivity, authenticity, reflective engagement and learner agency. The proposed framework reconceptualises speaking as interculturally situated communication rather than solely linguistic performance and offers guidance for curriculum design and further empirical research.
Article Details
References
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1-2), 18-26.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press.