DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE OF SECONDARY SCHOOL STUDENTS THROUGH FILM-BASED ENGLISH LANGUAGE INSTRUCTION

Developing intercultural communicative competence is an essential objective of contemporary English language education, particularly in secondary schools, where learners begin to engage more actively with different cultural perspectives and forms of communication. Traditional language instruction often emphasizes grammar, vocabulary, and pronunciation while providing limited opportunities to explore the cultural meanings underlying authentic communication. Film-based instruction offers an alternative approach by combining linguistic input with visual context, cultural practices, nonverbal communication, and realistic social interactions. This article examines the pedagogical potential of films in developing the intercultural communicative competence of secondary school students learning English as a foreign language. It discusses the theoretical foundations of intercultural competence, the educational value of audiovisual materials, practical strategies for integrating films into English lessons, and methods for assessing students' intercultural development. Particular attention is given to selecting age-appropriate films, designing pre-viewing, while-viewing, and post-viewing activities, and encouraging comparisons between English-speaking cultures and students' own cultural backgrounds. The article argues that structured film-based instruction can support cultural awareness, perspective-taking, critical thinking, pragmatic competence, and meaningful language use. It also emphasizes the importance of teacher guidance, inclusive representation, and reflective discussion to prevent cultural stereotyping and ensure pedagogically effective implementation.