1. Cutting-Edge Strategies for Training our Business Learners’ Intercultural Competence

2. Talk Map Introductory statementThe ProblematicAction –based ResearchThe Concluding Remarks

3. The Introductory Statement Figure 1: Intercaltural Communication Global language Globalization Market Pressures

4. Moreover,…  ESP Teaching  Learners’ Needs and Requirements  Use Language in their social and cultural environments

5.  The present paper centers around the assumption that the enormous majority of ESP courses seem to still stress on the developing the learners’ linguistic Competence without taking into consideration the learning and target needs.

6. Problematics  The Algerian government is aware of attaining a cross-cultural understanding through the implementation of the LMD system and the ESP courses  NO training efforts are made

7.  HOW one -as an ESP teacher- may manage an intercultural approach with our ESP learners’ requirements

8. Situation analysis  - A group of 16 second-year students at the Preparatory School  the short-term objective of these courses is to prepare learners for the professional test. In this latter, they are required to read and understand economic texts as well as writing an essay.

9. Action Research

10. There phases of the action Research Pre-Training Phase Identification step: has been used to determine the learners' interests on the ESP courses, to identify at the same time which strategies the ESP teachers make use of for training the learners' intercultural sensitivity. Training Phase Training their intercultural sensitivity through the implementation of some strategies such as Noticing, Comparing, Interpreting and integrating. Post-Training Phase Evaluation step: has been designed to investigate the effects of strategy-training on the learners' interest and acquisition of Intercultural competence.

11. Results of the Pre-training Phase  All of them seem to agree on:  the Integration of culture in ESP teaching;  the unaware of how to train the learners’ intercultural communicative competence.  the application of only two strategies which are describing and comparing

12. Moreover,…  As far as the learners’ lack of interst on the ESP course was related mainly to:  Lack of motivation;  low level of language proficiency;  the absence of pedagogical supports and instructional materials;

13. Results of the Training Phase  The researcher has, thus, taken into account the three aspects before the application of the training sessions. These are:  Knowledge of the target culture;  Attitudes to learn about another culture and the  Appropriate skills and competences to interpret and explain from one to another culture.

14. Strategies: noticing and describing The ESP learners were imparted with themes related the umrella term of socializing including invitations, entertaining, and eating. Aim: to possess knowledge as far the members of the target discourse community as well as developing a positive attitude and beliefs towards the other culture. Knowledge and attitude

15. IN addition to this, … Skill acquisition Interpreting and discussing the new culture at hand Comparing the target culture with theirown Relate it to what they already know

16. Results of the Post-Training Phase  Aftre the training sessions, learners were: more motivated and interested in these courses; engaged in meaningful communication, without paying attention to their language production errors.

17. The concluding remarks critical approach authentic text; critical perspective ; analytical skills analysing texts; comparing views; teaching activities understanding, discussing and writing.

18.  THANK YOU FOR YOUR KIND ATTENTION