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Intercultural Communicative Competence

Discourse
Sociolinguistic
Competence Competence

Intercultural Competence

Knowledge Attitudes of
curiosity/openness

Skills of Skills of

interpreting/relating discovery/interaction
Critical cultural
awareness

Classroom In visits and exchanges
In another country

Location of Learning
Figure 5. Intercultural language learning model proposed by Byram (2001)

Byram (2001: 1) said that ―English language teaching (ELT) has seen
increasingly frequency of reference for the cultural dimension, in parallel with

‗the cultural turn‘ in other parts of the social sciences. Initially, the attention of

language teaching to cultural dimension is for speaking skills, but recently for all
language skills.‖ There has been a development in the purposes and emphases of

language teaching, from linguistic competence to sociolinguistic or

communicative competence, and then to intercultural competence.

2) Intercultural language learning model proposed by Liddicoat
Liddicoat (2011: 841) said that there are four series of interrelated

processes of the intercultural as manifested through language. Those are noticing,

comparing, reflecting, and interacting. The model of intercultural language
learning and teaching proposed by Liddicoat can be seen as following figure.

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