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training to permit appropriate behavior, whether words or actions, in particular
context. Competence includes cognitive (knowledge), functional (application of

knowledge), personal (behavior), and ethical (principles guiding behavior)
components. Form this view point, intercultural competences refer to having

adequately relevant knowledge about particular cultures, as well as general

knowledge about the sorts of issues arising when members of different cultures
interact, holding receptive attitudes that encourage establishing and maintaining

contact with diverse others, as well as having the skills required to draw upon
both knowledge and attitudes when interacting with others from different culture

(UNESCO, 2013: 16).
Byram (2007: 2) argues that ―intercultural competence is the ability to

decentre, to understand the other‘s perspective (i.e. the assumption that lie behind

their communication), to see one‘s own assumption from the other‘s perspective,
to anticipate misunderstanding and to act to overcome that misunderstanding,

above all the willingness to interact with others in non-stereotypical and

prejudiced way‖. So, the effort to understand the other‘s stance is a process of
intercultural understanding. The ability to understand the language of target

community is one of which people have intercultural competence. One way to
divide intercultural competences into separate skills is to understand the

intercultural dimensions.
The 'intercultural dimension' in language teaching aims to develop learners

as intercultural speakers or mediators who are able to engage with complexity and

multiple identities and to avoid the stereotyping which accompanies perceiving
someone through a single identity. It is based on perceiving the interlocutor as an

individual whose qualities are to be discovered, rather than as a representative of
an externally ascribed identity. Intercultural communication is communication on

the basis of respect for individuals and equality of human rights as the democratic
basis for social interaction (Byram, Gribkova, & Hugh Starkey, 2002: 9).

c. Intercultural Dimensions in ELT

Intercultural dimensions encourage students and teachers to expose not
only their own culture but also a variety of cultures (Lee, 2012: 194 & Cetinavci,

2012: 63). The intercultural dimension in language teaching of foreign language

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