L’évolution des approches glottodidactiques à l’égard de la compétence interculturelle et sa composante de conscience

Abstrakt

The main objective of this paper is the diachronic analysis (the 20th and 21st centuries) of models of (inter)cultural competence with special stress on the concept of (meta)cultural awareness component in chosen widespread approaches, such as audiovisual, communicative, intercultural etc. Aimed at organizing the state of language didactics knowledge, this critical observation of the related literature allows to grasp a clear development in the conceptualization of (inter)cultural competence in general and, in particular, in the role attributed to awareness at the "meta" level. The undertaken analysis proves that traditional conceptions, such as grammar-translation or AVM, conceived them at another level, as a (declarative) knowledge, knowing some facts about the target culture. In modern approaches, on the other hand, it is generally associated with the transversal triad of knowledge, know-how and interpersonal skills, related mainly to a reflexive attitude concerning functioning of cultures and its’ entities in general. The resulting awareness, build on the observation of the source culture as the "closest" example in this sense, allows a better grasp of the mechanisms, generative and organizing principles of cultures. The (language) didactics' consequences of the respective interculturelle et sa composante de conscience development are reflected in the emphasis on the imperative need to develop among learners the meta-analytic skills, based on examining the source culture.