StatusThe thesis was presented on the 13 October, 2006
Approved by NCAA on the 21 December, 2006
Abstract– 0.47 Mb / in romanian
ThesisCZU 37.016 :811.111 (043.2)
1.09 Mb /
The given recearch describes theoretically and practically the methodology of the formation/development of the intercultural communicative competence in the process of teaching/learning the English language.
According to the concept of the European educational space reflected in the declarations and resolutions of the international and national organizations, the intercultural dimension becomes a strategy which is included in the system of values of the Pedagogical University space and due to the necessity in forming the intercultural communicative competence. In the investigation the accent is put on the technology of formation/development of the intercultural communicative competence of the English teachers and references are made to the quality and diversity of learning and teaching the foreign languages from the intercultural point of view. The profile of the intercultural personality of the teacher of foreign language is presented in the thesis and it integrates a number of professional competences transposed in the intercultural standards and objectives, as well as in the models of intercultural communication at schools and universities. Under the practical aspect, different models of describing the curricula experiences of creating the intercultural communicative competence are analyzed and the characteristic features of the initial formation of the future English teachers are emphasized.
From the perspective of diverse descriptions as well as curricula models of formation/development of the intercultural communicative competence a technological model of formation/development of the intercultural communicative competence (which includes a number of integrated activities (cross-curricular), methodological strategies based on experienced teaching) was elaborated and experimented.The integration of the intercultural dimension in the methods of the English language leads to the formation of teachers and to the solution of real problems that exist in contemporary school life.
Under consideration  :