چکیده

The need to incorporate Intercultural Communicative Competence (ICC) in the language curriculum is increasingly acknowledged in the documents hoping to help students develop skills which will permit them to be adaptable communicators. However, the recommendations are mostly general and do not offer detailed directions for teachers. Consequently, the questions regarding materials and techniques frequently arise. This paper tried to investigate whether using role play and comparison techniques can bring about significant improvements in Iranian EFL learners’ ICC. For this purpose, 60 homogeneous upper-intermediate language learners who were selected based on their scores on a standardized language proficiency test were randomly divided into two experimental groups (role play and comparison). An ICC questionnaire was run as the pre-test before starting the treatment. During the treatment, the participants in the role play group practiced the cultural critical incidents through dialogs and played different roles, while the differences between participants’ culture and those of the native English speakers were explained to the participants in the comparison group. After sixteen sessions of treatment, the same questionnaire was administered again to measure the participants’ ICC development. Results of the independent t-test revealed that both techniques had significant effects on improving the learners’ ICC but the participants in the role play group had higher improvement. The implications for the theoretical development of intercultural communicative competence could be significant for scholars engaged in intercultural communication as well as planning international training programs.

کليدواژه ها

Comparison, Intercultural Communicative Competence, Role play

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Mehri Jalali , 1398 , Comparing Different Techniques of Developing Intercultural Communicative Competence in an EFL Context , اولين کنفرانس بين المللي مطالعات زبان انگليسي