NUMEROUS TOOLS FOR INCREASING THE INTERCULTURAL COMPETENCE OF LEARNERS
Keywords:
actions, characters, interaction, creative tasks, intercultural objectives, cultural point of viewAbstract
So far there have countless studies on encouraging and developing the intercultural competence of students`. Most of them have proved their productivity in enhancing the mentioned skill of learners`. In this thesis we will provide some relevant sample ideas, which in turn contributed to the education. For several reasons, fictional texts are suitable for developing intercultural communicative competence in learners of all ages. Not only do they invite their readers to view subjectively a nation or an ethnic group, but they also offer their audience the chance to exchange their culturally restricted points of view together with the hero or heroine of the narrative or with the narrator telling the story.
References
Barro A., S. Jordan and C. Roberts. Cultural practice in everyday life: The language learner as ethnographer. In M. Byram and M. Fleming (eds) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography, Cambridge: Cambridge University Press, 1998.
Bredella L. Warum literarische Texte im Fremdsprachenunterricht? Die anthropologische und pädagogische Bedeutung des ästhetischen Lesens. In W. Börner and K. Vogel (eds) Texte im Fremdsprachenerwerb: Verstehen und Produzieren. Tübingen: Narr, 1996.
Bredella L. Interkulturelles Verstehen im Fremdsprachenunterricht: Do the Right Thing von Spike Lee. In G. Jarfe (ed.) Literaturdidaktik – konkret: Theorie und Praxis des fremdsprachlichen Literaturunterrichts. Heidelberg: Universitäts verlag Winter, 1997.
Bredella L. Minderheitenliterartur und interkulturelles Lernen: Maxine Hong Kingston’s The Woman Warrior. Der Fremdsprachliche Unterricht/Englisch 3, 1997, 26–31.
Byram M. Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters, 1997.
Byram M. and Cain A. Civilisation/Cultural Studies: An experiment in French and English schools. In M. Byram and M. Fleming (eds) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998.
Kramsch C. The privilege of the intercultural speaker. In M. Byram and M. Fleming (eds) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998.
Nünning A. Perspektivenübernahme und Perspektivenkoordinierung: Prozessorientierte Schulung des Textverstehens und der Textproduktion bei der Behandlung von John Fowles’ The Collector. In G. Jarfe (ed.) Literatur didaktik – konkret, Theorie und Praxis des fremdsprachlichen Literaturunterrichts. Heidelberg: Universitätsverlag Winter, 1997.
Rosenblatt L. On the aesthetic as the basic model of the reading process. In H.R. Garvin (ed.) Theories of Reading, Looking and Listening. Lewisburg: Bucknell University Press, 1981.
Schewe M. Culture through literature through drama. In M. Byram and M. Fleming (eds) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography, Cambridge: Cambridge University Press, 1998.
Schinschke A. Literarische Texte im interkulturellen Lernprozeß: Zur Verbindung von Literatur und Landeskunde im Fremdsprachenunterricht Französisch. Tübingen: Narr, 1995.
Seletzky M. A process-oriented and learner-centered approach to the teaching of “Landeskunde” in the German-Language Classroom. In H. Christ and M. Legutke (eds) Fremde Texte Verstehen: Festschrift für Lothar Bredella zum 60. Geburtstag. Tübingen: G. Narr, 1996.
Tomalin B. and Stempleski S. Cultural Awareness. London: Oxford University Press, 1993.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Feruza Kurbanova
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All Rights Reserved.
