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The aim of this study is to investigate the feasibility of applying Byram’s Intercultural Communication Competence (ICC) theory in Korean culture Education in a KFL context. A diagnostic is made that cultural dimension in KFL suffers from a lack of theoretical contribution, especially with regard to the notion of intercultural competence and its applications. We describe precisely the 5 skills Byram considers as constituents of the whole ICC and their relations with Foreign language learners’ skills in terms of objectives. In the next chapter, based on an analysis of the results of a questionnaire and an interview conducted with Korean Foreign Language learners, we discuss how Byram’s view of ICC may be put into practice in Korean language curriculum considering the three identified contexts of development of cultural awareness that are classroom, field work and independent learning and their two major operating participants in the process, the learner and the teacher. We argue that some improvements have to me made in the utilisation of textbooks currently used, new ones should be developed and an higher use of short (audio)-visual materials should be encouraged as a trigger for culturally-oriented debates in classroom. Field work location, preparation, conduction and debriefing should be entirely conceived in regards to ICC improvement. This approach, to be carried out, implies teachers shoul be well trained on a theoretical and practical way. The learner has to be accompanied in the journey of challenging, redefining, and putting in perspective his beliefs, values, meanings, etc., and reconsider a broader view on the concept of culture itself, in a progressive way, that leads him to acquire a real methodology for ICC acquisition in addition of knowledge.
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