Language teaching has witnessed a shift in trend due to the recent changes in the world caused by globalization. This latter has led up to the development of new theories and models in the field of language teaching in an attempt to keep up with the requirements of people around the world. One of these requirements is the ability to communicate successfully with people of different cultural backgrounds. This ability, as noted by Risager (2007), will make of students being taught a given language multilingually and multiculturally aware world citizen.
The recent trend in language teaching finds its roots in the early 1960s when Chomsky made the distinction between competence and performance drawing on saussaurean‟s notion of „langue‟ and „parole‟. Later on, scholars, like Dell Hymes, reacted to the notion of competence as narrow because human communication needs more than the knowledge of language or the linguistic competence. He, alternatively, advanced the notion of communicative competence.
Communicative competence itself fell short of meeting language learners‟ needs because of the new technological development which has made the world a small village, and migration which pushes people from different cultural groups to interact. That is to say, communicative competence lacks the cultural dimension which is very instrumental in this globalized world.
The recent trend in language teaching finds its roots in the early 1960s when Chomsky made the distinction between competence and performance drawing on saussaurean‟s notion of „langue‟ and „parole‟. Later on, scholars, like Dell Hymes, reacted to the notion of competence as narrow because human communication needs more than the knowledge of language or the linguistic competence. He, alternatively, advanced the notion of communicative competence.
Communicative competence itself fell short of meeting language learners‟ needs because of the new technological development which has made the world a small village, and migration which pushes people from different cultural groups to interact. That is to say, communicative competence lacks the cultural dimension which is very instrumental in this globalized world.
As a reaction to the lack of the cultural dimension in communicative competence, Michael Byram put forward the notion of intercultural communicative competence in language teaching context (Bouchard, 2017, p. 19). However, it was soon that it has been criticized on the grounds that it views culture as a binary thing : the learner with his source
culture learning the target culture. The alternative was provided by Sharifian who proposed the notion of meta-cultural competence arguing that this latter would enable interlocutors to communicate and negotiate their „cultural conceptualizations‟ during cross-cultural communication (Sharifian, 2018).
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