4C/ID for Foreign Language Communication Teaching
Authors: A Lebedinets Anna , Kagata Haruka , Mazalova Aleksandra , Samokhina Alina , Chugreyev Evgenii 
Published: December 2024

Aim/Purpose: The purpose of this study is to investigate the effectiveness of a specialized instructional approach that combines empathic listening and culturally nuanced communication skills to enhance students’ preparedness for real-life cross-cultural interactions. By incorporating both psychological and specific sociocultural components within the 4C/ID model framework, this study aims to address the gaps in traditional communicative language teaching, which often emphasizes linguistic competence but lacks focus on the deeper cultural, psychological, and sociological dimensions essential for meaningful communication in diverse cultural contexts. Specifically, this study seeks to determine whether this integrated approach can improve communicative competence, bridge performance gaps between high- and low-achievers, and support the development of culturally adaptive communication skills among language learners.

Background: While communicative language teaching approaches have significantly improved students’ readiness for real-life interactions, traditional methods often fail to prepare learners for the complexities of cross-cultural communication. These approaches typically emphasize linguistic competence and practical conversation skills but rarely incorporate deeper communicative competencies rooted in cross-cultural psychology, sociology, ethnography, or cultural studies. As a result, students may be able to use the language fluently yet lack the awareness of sociocultural behaviors, non-verbal cues, and context-specific communication strategies essential for meaningful cross-cultural exchanges. This study addresses these limitations by implementing a specialized training program based on the 4C/ID model, designed to integrate empathic listening and culturally nuanced communication skills, divided into psychological and specific sociocultural components. This provides a more comprehensive approach to preparing students for authentic intercultural interactions.

Methodology: Experimental comparison of the effect sizes of a conventional language teaching methodology (the control group) and a 4C/ID model for communication teaching (the experimental group). Twenty-seven adults (25 females, 2 males, age range 18-36, mean age = 21.3) were randomly divided into control and experimental groups. They underwent cognitive testing before the learning period. The analysis showed no statistically significant differences in the groups’ results (Mann-Whitney U test). The students were taught Japanese using two methodologies for nine months. The experimental group had 4C/ID communication training, while the control group had conventional tasks. To assess language skills, written and oral tests were employed. The assessment of subjects’ oral skills was a blind test performed by a native speaker.

Contribution: This paper contributes to the field of language education by advancing a comprehensive approach to teaching communicative competence that goes beyond traditional linguistic training. It introduces an instructional model that integrates empathic listening with culturally specific skills, combining insights from cross-cultural psychology, sociology, and ethnography within the framework of the 4C/ID model.

Findings: -	The ability to maintain dialogue is improved by the awareness of extralinguistic phenomena pertaining to a given speech community.
-	The systematic approach to communication teaching decreases the gap between low-achievers and high-achievers.
-	Special communication training affects the oral exam results but not the written exam.

Recommendation for Researchers: To enhance the clarity and accuracy of research findings, it is advisable to differentiate between the pure linguistic, psychological, and sociocultural aspects of communication. Utilizing tests such as pre-tests and/or post-tests, tailored to the specific research objectives, can help in measuring these aspects separately and in isolation.

Future Research: Future studies should explore the long-term effects of empathic listening and sociocultural training on communicative competence across diverse cultural contexts. Additionally, the research could investigate the minimum linguistic proficiency required to effectively employ these skills and the potential for adapting this approach to other fields where cross-cultural communication is essential, such as international business and healthcare.