LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 2 February 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Importance of Developing Intercultural Communicative Competence among Students of ESL (Special Reference to Jaffna Students)

V. Suntharesan, M.Phil. in Linguistics, Ph.D. Scholar

Abstract

Since English has been branded as an international language, teaching for linguistic competence cannot be isolated from teaching for intercultural competence. Yet intercultural communication has not been paid due attention to in ESL (English as a Second Language) teaching in Sri Lanka. It prompts us to realize the fact that Sri Lankan students of English may master English in terms of its grammar and linguistic aspects but encounter several problems in intercultural communication.

This article aims to pay more attention to intercultural communication in English language teaching to develop students’ intercultural communicative competence.

Further, the article emphasizes increasingly important role of intercultural communication in English language teaching and the necessity to develop students’ intercultural communicative competence. Sample learning and teaching activities are presented to be integrated in ESL teaching and learning. As per data elicited by the author, an enlightenment of the cultural norms and values of native speakers of English to students of English as a Second language would cushion against the ‘culture shock’ learners may experience during the learning process. Further, the comparison of learners’ own culture with the foreign culture in the classroom would facilitate learning.

Key Words:

Intercultural Communicative Competence, Culture Shock, Cognition, Affective, Cross Cultural Awareness, Cultural Assimilation

Introduction

Culture, an integral aspect of language learning, in several instances, has lost its significance in the background of ESL classes in Sri Lanka. The usual emphasis is on the development of the basic skills, i.e., speaking, listening, reading and writing. Many Sri Lankan teachers tend to believe in the “teaching language first, and introducing culture later” approach discussed by Omaggio (1993, pp.357-358). The question concerned with this notion is how language can be taught without culture. It is generally admitted that language is communication, but not without an understanding of culture. Students may master English in terms of its grammar, lexis, phonology, but have many problems in intercultural or cross-cultural communication which can be defined as an act of communication undertaken by individuals identified with groups exhibiting intergroup variation in shared social and cultural problems. These shared patterns, individually expressed are the major variables in the purpose, the manner, the mode, and the means by which the communicative process is affected (Damen, 1987).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

V. Suntharesan, M.Phil.in Linguistics, Ph.D. Scholar
Senior Lecturer in English Language
English Language Teaching Center
University of Jaffna
Jaffna
Sri Lanka
suntharesan@yahoo.com
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