Oral expression and interaction to promote intercultural communicative competence in Chinese-speaking students of Spanish

Abstract

The primary objective of foreign language learners is the development of their communicative skills. However, at the Beijing New Oriental Suzhou Branch Institute, the importance assigned to oral expression and interaction has been minimized, with preference given to grammar and vocabulary instruction rooted in translation methods. Contrary to this practice, contemporary pedagogical models advocate for learning grounded in communicative principles from a social perspective, thus, this study aims to disseminate the diagnostic results obtained at the aforementioned institution, facilitating a critical analysis of the teaching-learning process for oral expression and interaction in B1-level Spanish as a foreign language classes, while promoting intercultural communicative competence. The materials used were students, teachers, program, and textbook of level B1. A mixed-methodology approach was employed, incorporating case study analysis, which revealed the persistent influence of cultural tradition and the underutilization of communicative approach advantages. The findings highlight the need to explore alternative learning methodologies tailored to the needs and characteristics of contemporary sinophone learners. The discussion emphasizes that instructors must deepen their knowledge and skills in teaching oral expression and interaction, while students should systematize these competencies as part of their learning process, thereby expanding their intercultural communicative proficiency.