Do tasks and exercises in English Foreign Language textbooks promote Intercultural Competence? An empirical study

Table of Contents

1. Introduction

2. Theoretical background

2.1 Intercultural Competence in the EFL classroom

2.1.1 Definition

2.1.2 Purpose of the Intercultural Competence as an educational goal

2.2 Tasks and Exercises in the EFL classroom

2.2.1 Definition and function

2.2.2 Quality features of tasks and exercises in terms of promoting Intercultural Competence

3. Empirical study

3.1 Methodology

3.2 Blue Line 4 (Hauptschule)

3.3 Red Line 4 (Realschule)

3.4 Findings

4. Conclusion

5. Works cited

Objectives & Research Topic

This thesis investigates whether tasks and exercises in English Foreign Language textbooks effectively promote Intercultural Competence. By conducting an exemplary empirical analysis of the "Gateway NYC" unit in two German textbooks (Blue Line 4 and Red Line 4), the research aims to evaluate how teaching materials contribute to the development of intercultural skills and whether they provide adequate opportunities for critical reflection on cultural diversity.

• Theoretical foundation of Intercultural Competence in the EFL classroom.
• Establishment of four key quality criteria: background knowledge, initiation of reflection, awareness raising, and authenticity.
• Comparative empirical evaluation of 24 selected tasks from each textbook.
• Critique of current textbook approaches regarding the representation of everyday culture and stereotypes.
• Recommendations for enhancing the intercultural quality of teaching materials.

Excerpt from the Book

Summary of Chapters

1. Introduction: Defines the relevance of Intercultural Competence in a globalized society and outlines the research objective, which is to analyze the quality of specific tasks in English textbooks for class eight.

2. Theoretical background: Explores fundamental definitions of Intercultural Competence, its role in didactics, and establishes four quality criteria for evaluating textbook assignments.

3. Empirical study: Describes the methodology used to analyze 24 selected tasks from each book and provides a detailed, task-by-task evaluation for both Blue Line 4 and Red Line 4.

4. Conclusion: Summarizes the key research findings, concluding that while some aspects of Intercultural Learning are addressed, there is significant potential for improvement regarding multi-perspectivity and the explicit discussion of stereotypes.

5. Works cited: Lists the primary and secondary sources used for this academic analysis.

Keywords

Intercultural Competence, EFL classroom, Textbook Research, Cultural Studies, Gateway NYC, Blue Line 4, Red Line 4, Background Knowledge, Reflection, Awareness Raising, Authenticity, Stereotypes, Immigration, Didactics, Foreign Language Teaching

Frequently Asked Questions

What is the core focus of this research?

The work examines whether tasks and exercises in current English Foreign Language textbooks for the eighth grade promote Intercultural Competence, using the example of the "Gateway NYC" unit.

Which criteria are used to evaluate the textbooks?

The chapters are evaluated based on four quality features: background knowledge, initiation of reflection, awareness raising, and authenticity.

What is the primary objective of the study?

The goal is to determine the quality and effectiveness of textbook assignments in fostering intercultural understanding and to identify whether they encourage pupils to reflect on their own and foreign cultures.

Which methodology is applied?

The study employs a combination of quantitative and qualitative empirical analysis, focusing on 24 selected tasks from each textbook, which are rated on a point-based system.

What is the main subject covered in the analyzed textbook units?

Both textbooks, Blue Line 4 (Hauptschule) and Red Line 4 (Realschule), focus on the city of New York in their opening unit titled "Gateway NYC".

Which keywords best characterize this work?

Key concepts include Intercultural Competence, EFL classroom, textbook analysis, cultural diversity, and the "third place" concept by Claire Kramsch.

Do the analyzed textbooks successfully address stereotypes?

The author concludes that stereotypes are not explicitly addressed, which is identified as a critical weakness in the analyzed material, limiting the students' ability to develop a fully differentiated view of the foreign culture.

What is "everyday-culture" in this context?

In the empirical section, the author critiques the textbooks for focusing too heavily on "big C culture" (sights, landmarks) while neglecting "small c culture" (everyday life, hobbies, specific values of average citizens).