THE ROLE OF INTERCULTURAL COMPETENCE IN TEACHING SPEAKING TO 10TH AND 11TH GRADE LEARNERS THROUGH AUTHENTIC MATERIALS

Аннотация

This study explores the critical intersection of intercultural competence and speaking pedagogy for advanced secondary English learners (grades 10-11) through the strategic implementation of authentic materials. As globalization continues to reshape educational landscapes, developing learners' intercultural communicative competence has become paramount alongside traditional linguistic proficiency. This research investigates how authentic materials—ranging from multimedia content to real-world communication scenarios—can serve as powerful catalysts for both speaking skill development and intercultural awareness among adolescent learners. Through a mixed-methods approach examining classroom implementations across diverse educational contexts, this study demonstrates that integrating intercultural competence frameworks with authentic materials significantly enhances learners' speaking confidence, cultural sensitivity, and pragmatic competence. The findings reveal that 10th and 11th grade students, positioned at a critical developmental https://scientific-jl.org/obr Выпуск журнала №-71 239 Часть–8_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 juncture, demonstrate remarkable capacity for intercultural learning when exposed to carefully curated authentic materials that reflect diverse cultural perspectives. This research contributes to the growing body of literature advocating for culturally responsive language pedagogy and provides practical frameworks for educators seeking to prepare students for increasingly interconnected global communication contexts. Keywords: intercultural competence, speaking skills, authentic materials, secondary education, cultural awareness, communicative competence 1. Introduction In an era marked by unprecedented global connectivity and cultural exchange, the traditional paradigms of second language acquisition have evolved to encompass far more than grammatical accuracy and vocabulary acquisition. The contemporary language classroom must serve as a microcosm of the multicultural world that students will navigate as global citizens, professionals, and intercultural communicators. This shift has brought intercultural competence to the forefront of language education, particularly in the development of speaking skills among advanced secondary learners.The significance of this research lies in addressing a critical gap in current pedagogical approaches to speaking instruction for 10th and 11th grade students. These learners, typically aged 15-17, occupy a unique developmental space where cognitive maturation intersects with increasing global awareness and identity formation. They possess sufficient linguistic foundation to engage with complex cultural concepts while remaining malleable enough to develop genuine intercultural sensitivity. However, traditional speaking curricula often fail to capitalize on this developmental window, focusing instead on mechanical language production rather than meaningful intercultural communication.Authentic materials emerge as a powerful pedagogical tool in this context, offering students exposure to genuine cultural artifacts, real-world communication scenarios, and diverse https://scientific-jl.org/obr Выпуск журнала №-71 240 Часть–8_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 perspectives that textbooks cannot replicate. From contemporary social media discourse to documentary films, from international news broadcasts to cross-cultural business communications, authentic materials provide the cultural richness necessary for developing both linguistic competence and intercultural understanding.This study addresses three fundamental research questions: How does the integration of intercultural competence frameworks enhance speaking skill development among 10th and 11th grade learners? What role do authentic materials play in fostering both linguistic proficiency and cultural awareness? And how can educators effectively design and implement culturally responsive speaking curricula that prepare students for global communication contexts? 2. Literature Review 2.1 Theoretical Foundations of Intercultural Competence The conceptualization of intercultural competence has evolved significantly since Byram's (1997) seminal work on intercultural communicative competence. Byram's model, comprising savoirs (knowledge), savoir-être (attitudes), savoir- comprendre (skills of interpreting and relating), savoir-apprendre/faire (skills of discovery and interaction), and savoir s'engager (critical cultural awareness), remains foundational to contemporary intercultural education. This framework provides a comprehensive lens through which to examine the multifaceted nature of intercultural learning, extending beyond surface-level cultural knowledge to encompass critical thinking, empathy, and adaptive communication strategies.Deardorff's (2006) Process Model of Intercultural Competence further elaborates on the dynamic nature o