Teaching academic writing skills using intercultural rhetoric approach: The criticisms and intercultural communication

Abstract

This paper seeks to point out that intercultural rhetoric pedagogical recommendations for teaching academic writing skills promote second language socialization and intercultural communication and do not merit the criticisms raised against them. It outlines the pedagogical recommendations of intercultural rhetoric researchers, presents the arguments that have been raised against the recommendations and points out that the recommendations support second language socialization and intercultural communication competence. The paper argues that the use of native speaker norm as the rhetorical style for teaching English as a Second Language learners is in line with pedagogical models advocated by practitioners engaged in teaching English to learners of other languages. The paper concludes that the pedagogical recommendations encourage second language socialization and intercultural communication competence.