Dieser Aufsatz behandelt die Bedeutung kultureller sowie interkultureller Bewusstheit für den Fremdsprachenerwerb und visualisiert mögliche didaktische Umsetzungen exemplarisch. Es wird auch auf die allgemeine Bedeutsamkeit kultureller Kompetenz eingegangen und auf den heutigen Stand der Globalisierung bezogen. Ferner wird Michael Byram's Theorie zu interkultureller kommunikativer Kompetenz (1997) mit einem Konzept der interkulturellen Psychologie nach Alexander Thomas (2006) verglichen und schließlich auf den Schul- beziehungsweise Bildungskontext verglichen. Da diese Arbeit im Rahmen eines Seminars und einer entsprechend praktischen Durchführung mit Studierenden verfasst wurde, ist eine exemplarische Phase zum interkulturellen Kompetenzerwerb beschrieben und reflektiert.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Terminology and overview
- 2.1 Culture A Definition
- 2.2 Communicative/Language and Cultural Competence
- 2.3 Intercultural Communicative Competence (ICC)
- 3. Teaching Intercultural Communicative Competence (ICC)
- 3.1 Byram's Model of Teaching and Learning ICC
- 3.2 Approaches in Teaching and Learning the Intercultural Dimension
- 3.3 Cultural Studies in the EFL Classroom - An Example Based on Byram's Model of ICC
- 4. Trying to Make Culture Graspable - Cultural Standards (Thomas)
- 4.1 Cultural Standards – Definition and Explanation with Reference to Byram
- 4.2 Cultural Standards - Germany
- 4.3 Germans' and Chinese's Social Norms - A Comparison Based on Cultural Standards
- 5. Theory and Practice - Exemplary Implementation of Teaching & Learning ICC
- 5.1 Description of the Seminar Group's Task - German & Chinese Cross-cultural Encounters
- 5.2 Methodological Analysis of Students' Task Plus Reference to Byram's ICC components
- 5.3 Reflection of the Implementation of the Students' Task according to Byram's ICC plus Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper aims to provide an overview of intercultural communicative competence (ICC) and its significance in the context of foreign language teaching. It examines Byram's model of ICC, illustrating its application in an English as a Foreign Language (EFL) classroom. The paper also explores the concept of cultural standards, using a comparison between German and Chinese norms as an example. Finally, it analyzes a practical classroom task designed to foster ICC, reflecting on its implementation and alignment with Byram's model.
- The importance of Intercultural Communicative Competence (ICC) in foreign language education.
- Byram's model of ICC and its five key components (knowledge, skills, attitudes, critical cultural awareness).
- The concept of cultural standards and their role in understanding intercultural communication.
- Practical implementation of ICC teaching methods in the EFL classroom.
- Analysis of a classroom activity designed to develop students' ICC.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the increasing importance of intercultural communicative competence (ICC) in a globalized world. It highlights the inadequacy of purely linguistic proficiency in intercultural interactions and emphasizes the need for cultural awareness and adaptability. The chapter sets the stage for the paper by outlining its objectives: to explore ICC, Byram's model, cultural standards, and a practical classroom example of ICC teaching.
2. Terminology and overview: This chapter defines key terms, beginning with "culture" as a shared system of symbols and values shaping perceptions and behaviors. It then distinguishes between communicative competence (linguistic skills) and cultural competence (knowledge and ability to act appropriately within a culture). The chapter culminates in a definition of ICC as communicative competence enhanced by an intercultural dimension, encompassing both cultural knowledge and the skills to navigate intercultural interactions effectively.
3. Teaching Intercultural Communicative Competence (ICC): This chapter focuses on Byram's model of ICC, which outlines five key components: knowledge of self and other, skills of interpreting and relating, skills of discovering and interacting, critical cultural awareness, and the development of appropriate attitudes. The chapter then discusses pedagogical approaches for teaching and learning the intercultural dimension, with specific attention to applying Byram's model in an EFL context.
4. Trying to Make Culture Graspable - Cultural Standards (Thomas): This chapter introduces Thomas' concept of cultural standards as a tool for making culture more accessible and understandable. It explains how these standards, as defined by Thomas and explained in relation to Byram’s model, can provide a framework for analyzing and comparing cultural norms. The chapter illustrates this concept with a comparison of German and Chinese social norms, highlighting both similarities and differences.
5. Theory and Practice - Exemplary Implementation of Teaching & Learning ICC: This chapter presents a detailed case study of a classroom activity designed to promote ICC. It describes a specific task involving German and Chinese cross-cultural encounters, analyzes the methodology employed, and evaluates its effectiveness in fostering the various components of Byram's ICC model. The reflection incorporates the theoretical frameworks discussed in previous chapters to provide a holistic analysis of the teaching and learning process.
Schlüsselwörter (Keywords)
Intercultural Communicative Competence (ICC), Byram's Model, Cultural Standards, Cross-cultural Communication, Foreign Language Teaching (FLT), EFL, Cultural Awareness, Language Acquisition, Cultural Competence, Globalisation, Intercultural Learning.
Frequently Asked Questions: A Comprehensive Language Preview on Intercultural Communicative Competence
What is the overall focus of this language preview?
This preview comprehensively covers intercultural communicative competence (ICC), its importance in foreign language teaching, and practical application in an English as a Foreign Language (EFL) classroom setting. It examines Byram's model of ICC, the concept of cultural standards, and analyzes a classroom activity designed to foster ICC.
What key concepts are discussed in this preview?
The key concepts include intercultural communicative competence (ICC), Byram's model of ICC (including its five components: knowledge, skills, attitudes, critical cultural awareness), cultural standards (Thomas), cross-cultural communication, and the practical application of these concepts in EFL teaching.
What is Byram's model of ICC, and how is it applied in this preview?
Byram's model is a framework for understanding and teaching ICC. It outlines five key components: knowledge of self and other, skills of interpreting and relating, skills of discovering and interacting, critical cultural awareness, and the development of appropriate attitudes. The preview uses Byram's model to analyze a classroom activity designed to develop students' ICC.
What are cultural standards, and how are they used in this preview?
Cultural standards, as defined by Thomas, provide a framework for understanding and comparing cultural norms. The preview utilizes cultural standards to compare German and Chinese social norms, illustrating how these standards can be applied to analyze intercultural differences.
What type of classroom activity is analyzed in this preview?
The preview analyzes a classroom activity focused on German and Chinese cross-cultural encounters. The analysis evaluates the effectiveness of this activity in fostering the different components of Byram's ICC model, providing a practical example of ICC teaching in action.
What are the main objectives and themes explored in this preview?
The main objectives are to provide an overview of ICC, examine Byram's model, explore cultural standards, and analyze a practical classroom task designed to develop ICC. The key themes revolve around the significance of ICC in foreign language education, the application of theoretical models to practical teaching, and the importance of cultural awareness in successful intercultural communication.
What is the structure of the preview's content?
The preview is structured into chapters covering an introduction, terminology and overview of key concepts, teaching ICC using Byram's model, understanding culture through cultural standards, and a practical case study analyzing a classroom activity designed to promote ICC. It also includes a table of contents, objectives and key themes, chapter summaries, and keywords.
Who is the intended audience for this language preview?
This language preview is intended for academic use, focusing on analyzing themes related to intercultural communicative competence in a structured and professional manner. It is particularly relevant to educators, researchers, and students in the fields of foreign language teaching and intercultural communication.
What are the key takeaways from this preview?
The key takeaways emphasize the importance of incorporating ICC into foreign language teaching, the usefulness of Byram's model and cultural standards as analytical tools, and the need for practical classroom activities designed to foster cultural awareness and intercultural communicative skills. The preview highlights the interconnectedness of theory and practice in effective intercultural language education.
- Quote paper
- Simone Fay (Author), 2017, Teaching and Learning Intercultural Communicative Competence, Munich, GRIN Verlag, https://www.grin.com/document/371362
