Many people are aware of the value that the English language has in today's world.
For that reason, the demands for learning it are increasing every day.
There are different factors which make that language dominant and important; some people see it as their window to the outside world in the sense that they can use it as a medium of communication with others from different countries because it is widely spread.
Others believe that through that language they can check recent researches and read books from other countries so it represents for them a source of knowledge.
The emergence of the communicative approach has stressed the importance of culture in the foreign language classroom by creating real life contexts and exposing learners to different communicative situations which make them compare and contrast the similarities and differences between their own and foreign cultures.
The term of intercultural competence has been used to reflect the view of discovering both the native culture as well as the foreign ones.
To be able to reflect upon the characteristics of others, learners need first to be familiar with what is part of other cultures.
In other words, the content of instruction should be designed in a way which develops learners' cultural awareness and makes them able to discover issues about otherness.
Developing competent language learners is the only solution to reduce any kind of ethnocentrism toward that language; thus, teachers can help their language learners get rid of their feelings of superiority towards other social or ethnic groups and develop a certain intercultural sensitivity.
Only through this they can develop their intercultural competence.
Teachers in the classroom milieu should be aware of their functions of creating the appropriate possible conditions to foster learning and introducing any instructional intervention which can improve the education situation; on the other hand, future teachers and all those who are conducting their research about specific teaching or learning problems are also responsible of seeking the truth so that they can find solutions to any problem which occurs in the learning process.
No progress can be achieved without setting objectives which can be determined through analyzing learners' needs and level of proficiency and seeking to know their difficulties.
Instructional interventions therefore includes planning and then practices in the classroom; in addition to evaluation and assessment which play a crucial role in making a diagnosis to get general information and full descriptions of the classroom environment and learners' educational performances.