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Autor/inn/en | Abid, Nadia; Moalla, Asma |
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Titel | The Promotion of the Good Intercultural Speaker through Intercultural Contacts in a Tunisian EFL Textbook |
Quelle | In: Language and Intercultural Communication, 20 (2020) 1, S.37-49 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1470-8477 |
DOI | 10.1080/14708477.2019.1676765 |
Schlagwörter | Intercultural Communication; Cultural Differences; Teaching Methods; Textbooks; Foreign Countries; Secondary School Students; Second Language Learning; Second Language Instruction; English (Second Language); Cultural Awareness; Communicative Competence (Languages); Content Analysis; Tunisia Interkulturelle Kommunikation; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Sekundarschüler; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Inhaltsanalyse; Tunesien |
Abstract | This paper evaluates the potential of intercultural contacts portrayed in the content and tasks of a Tunisian EFL textbook for third-year secondary school students to develop the model of the intercultural speaker. The quantitative and qualitative analyses of the elements of intercultural contacts reveal that this portrayal is imbalanced in terms of frequency and variety and that their potential to help participants become good intercultural speakers is low. To compete with other sources of intercultural contacts, the textbook should include more frequent and varied contact situations where culturally different characters can interact and apply intercultural skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |