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There he worked with associates at the Théâtre des Bouffes du Nord to answer some essential questions about the nature of theatre and to attempt to determine an interdisciplinary, "intercultural" language of theatre.
Therefore, learners developed their LC during the intercultural language course.
This means that learners' IC development was relatively steady during the intercultural language course.
In addition, learners were motivated to study on this intercultural language course, so that they could expand their worldviews.
Moreover, they have chances to practice using intercultural language strategies for communication in accordance to their language and cultural needs.
The study showed that the ICLT model was seen an effective form of intercultural language education to facilitate the achievement of learners' ICC (both LC and IC).
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This needs a combination of different approaches and international learning outcomes: personal growth, intercultural competence, language proficiency, global engagement and international disciplinary learning.
Intercultural communicative language teaching.
This project, therefore, aims to test the effectiveness of a developed intercultural communicative language teaching (ICLT) model.
Currently, the majority of the students are international, which means there are intercultural and language aspects to consider.
This project aims to explore the effectiveness of utilising the intercultural communicative language teaching (ICLT) model in enhancing EFL learners' ICC, and it endeavors to address the research question as follows: To what extent does EFL learners' ICC (language competence and intercultural competence) develop using the ICLT model?
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