Dr. Ikram Arfi

Institut Supérieur des Langues de Tunis, University of Carthage

Adel Hannachi

Military Academy, Ministry of National Defense


In recent years, the educational arena in Tunisia has witnessed a remarkable change in classroom practices in English language teaching and learning with the shift towards communication-focused and learner-centered classrooms. It is noteworthy that this movement echoes the swing of the learning pendulum from discrete items into integrative-communicative competence. This paper aims at exploring the teaching of Intercultural Communicative Competence and its effect on students’ writing proficiency and internship success from both academic and interpersonal perspectives. The subjects of this study are students enrolled in the English for Communication Professional MA program at the Institut Supérieur des Langues de Tunis (ISLT). The scrutiny of these methodological and feedback sources can help teachers in deciding on the effectiveness of the course with regard to the academic objectives. The framework process of this analysis is pertaining to language learning notions such as: ‘Globalization’, ‘Multilingualism’, and ‘Multiculturalism’. To do so, the researchers analyzed the course objectives, the content of the course, compared students’ writing scores before and after dispensing the ICC course, and last analyzed an Internship Evaluation Form (IEF) developed for this study. Students positively reacted to the course and their writing scores showed an apparent improvement. The results of this paper ponder on how English teachers awareness is fundamental towards a relevant adoption of ICC teaching.

Key Words: Language learning, Communicative Competence, Intercultural Competence Blurring strategies, Globalization.


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Towards Intercultural Communicative Competence in EFL Teaching at the Tunisian University