Since the textbook is a central teaching and learning aid, this work will examine a part of the tasks and exercises of two books. Referring to this, textbook research is a relevant field of study, because a critical look at current teaching material is always needed to ensure that it is appropriate for pupils as well as it is of good quality considering the achievement of educational goals. To give exemplary research findings, the analysis will focus on textbooks of class eight at Hauptschule (Blue Line 4) and Realschule (Red Line 4) in Northrhine-Westphalia, Germany published by Klett, whereupon in each case the recent version of the year 2017 was chosen. To narrow down the research project furthermore, the work will zoom in on the first unit of the books, which is “Gateway NYC”. The main topic of this bachelor´s thesis will therefore be: “Do tasks and exercises in English Foreign Language textbooks promote Intercultural Competence? - An exemplary analysis based on the topic New York”. The intention of the work on hand is to evaluate the quality of tasks and exercises for the promotion of Intercultural Competence.
To answer the main question of this thesis, the work has been divided into two parts. The first one summarises the most important information and theses on the topic. The second one examines the available textbook material in detail by means of an empirical method. In the theoretical chapter, Intercultural Competence with respect to its definition, importance and establishment in didactics will be explained. Thereupon, the relevance of tasks and exercises in class will be discussed and four quality features of assignments promoting Intercultural Competence will be chosen, which will allow an evaluation of these. In the following, the tasks from the Blue Line 4 and Red Line 4 schoolbooks will be analysed. After investigating the tasks´ quality individually, the findings will be comprehended and discussed. In the conclusion, the fundamental research findings will finally be recapped and the question of the bachelor´s thesis will be answered.
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
1. Introduction
It is common in today´s globalised world that diverse cultures exist closely next to each other and it requires a mutual understanding and acceptance of present cultural differences. As a result, the necessity of interest in and appreciation for foreign cultures is already positioned in the school curricula. The importance of the so-called Intercultural Competence is prominent: e.g. especially in geography in the context of EFL classrooms in class eight, students deal with Cultural Studies and get to know diverse cultures. Finally, this should contribute to raising awareness for other cultures and the reflection of the own one which is important due to us living together in a multicultural society.
Since the textbook is a central teaching and learning aid, this work will examine a part of the tasks and exercises of two books. Referring to this, textbook research is a relevant field of study, because a critical look at current teaching material is always needed to ensure that it is appropriate for pupils as well as it is of good quality considering the achievement of educational goals. To give exemplary research findings, the analysis will focus on textbooks of class eight at Hauptschule (Blue Line 4) and Realschule (Red Line 4) in Northrhine-Westphalia, Germany, published by Klett, whereupon in each case the recent version of the year 2017 was chosen.
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).
- Arbeit zitieren
- Anonym (Autor:in), 2020, Do tasks and exercises in English Foreign Language textbooks promote Intercultural Competence? An empirical study, München, GRIN Verlag, https://www.grin.com/document/1321836
