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La competencia intercultural se ha incorporado en los últimos años al discurso de la didáctica de las lenguas extranjeras. Es interés de los estudiosos buscar estrategias para promover el intercambio respetuoso entre los aprendices de una lengua extranjera y los nativos, y su inserción al nuevo contexto; así como establecer   un   clima   distendido   entre   quienes   trabajan   con   visitantes extranjeros y aquellos que visitan una región por interés profesional o turístico. La metodología y el conjunto de tareas comunicativas para la enseñanza de inglés que se aplica a estudiantes de 4to semestre de la carrera de Ing. en Empresas Hoteleras en la Universidad Laica Eloy Alfaro de Manabí- Bahía de Caráquez, tienen como propósito el desarrollo de la comunicación oral intercultural  relacionado  con  la  proyección  profesional  de  los  estudiantes debido a su encuentro con turistas y colegas provenientes de países anglo parlantes. La metodológica aplicada consta de tres etapas estrechamente relacionadas, Diagnóstico, Ejercitación y Evaluación apoyada en un conjunto de tareas comunicativas interculturales que favorecen la comunicación oral intercultural y el intercambio respetuoso entre los estudiantes y los colegas o turistas. PALABRAS   CLAVE:   interculturalidad;   tareas   comunicativas;   diagnóstico; turismo. ABSTRACT The Intercultural competence has been incorporated to didactics in recent years to address the teaching of foreign languages. It is interest of scholars to seek strategies to promote friendly exchanges between learners of a foreign language and natives, as well as their integration into the new context. It is intended for researchers, a relaxed atmosphere among those working with foreign professionals and those visiting a region. The methodology and the set of tasks for teaching English to students in 4th semester in hotel companies at Eloy Alfaro University in Bahia de Caráquez.is with the purpose to develop the intercultural  oral  communication  related  to professional  projection  because students need to meet with colleagues and tourists from English speaking countries. The methodology consists of three closely related stages, assessment, practice  and  evaluation  supported  by  a  set of intercultural communicative tasks that promote intercultural oral communication and respectful exchange between students and colleagues or tourists. KEYWORDS:   Intercultural   competence;   communicative   tasks;   tourism; assessment.

This paper proposes a didactic guidebook that favours the development of the teaching-learning process in the self-directed learning modality. It is a printed material that facilitates communication between the student and the teacher. It represents the not physically present teacher; it allows the student to focus its attention on the most important elements of the information they need to know. That is why the didactic guidebook must be written in a clear and simple way so that it replaces the professor's explanation at a certain moment of self study of the student. The fiel to implement this research is the Foreign Language Teaching. In the investigation the researchers used empirical and theoretical methods and techniques, which allowed them to analyse the different tendencies in the development of the foreign language teaching-learning process and the current situation according to their experiences. The theoretical framework takes into account, is related to the learning styles, selfdirected learning modality, teaching by modules and the intercourse work.

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