Intercultural competence as an aspect of the communicative ...

hand, an inductive approach since a model was built from the data. The final model was
presented in two forms – a pyramidal model and a process model. Unlike other models,
this one attempts to represent figuratively a conception of foundational elements and an
implicit ordering of elements so that the resulting external (visible) outcome is the
effective and appropriate communication and behaviour in intercultural situations.
2.4.3. Summary
The section presented some of the models important for ICC and its inclusion in
teaching, both intercultural and foreign language. Different models foreground different
competencies, attitudes or skills, but there is still a lot of common ground and repetition
of elements. However, there is almost no empirical work in which the various models that
have been proposed are compared and tested. As a consequence, a leading theory of
intercultural competence is missing. We are still in this stage of conceptual development
in which overlapping, complementary, and incompatible models coexist.
2.5. Intercultural competence in teaching/ learning context
2.5.1. Introduction
The goals of intercultural training, or including intercultural training into language
classes should be the ones that would touch upon cognitive, affective and behavioural
components of the issue. Both Pusch (1994) and Fowler (1995) agree that students should
have the ability to manage psychological barriers, to communicate effectively and to
establish interpersonal relationships. Students should be taught to overcome
psychological barriers and should receive some training on ambiguity, tolerance and
flexibility (Fowler 1995). Also, in order to communicate efficiently, students should have
a sufficient cognitive base – be aware of the communicative styles of all parties involved
in the communication, and be flexible. Finally, students should be aware of ‘culturally
sensitive ways’ (Fowler 1995: xiii) in which to establish intercultural communication.
In order to achieve these goals, teachers have a wide variety of techniques at their
disposal, many of which are or can be shared with FL teaching. The ones discussed here
are chosen as the techniques most frequently used in training. They can, of course, be
combined and/or slightly altered depending on the learners’ profiles, proficiency and the
purposes of the instruction. The technique explained in more detail is the culture
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