Addressing the Intercultural via Task-Based Language Teaching: Possibility or Problem?

Autor/in	East, Martin
Titel	Addressing the Intercultural via Task-Based Language Teaching: Possibility or Problem?
Quelle	In: Language and Intercultural Communication, 12 (2012) 1, S.56-73 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2011.626861
Schlagwörter	Second Language Instruction; Second Language Learning; Communicative Competence (Languages); Intercultural Communication; Cultural Awareness; Teaching Methods; Task Analysis; Interviews; Language Teachers; Teacher Attitudes; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Neuseeland
Abstract	A frequent weakness of communicative approaches to foreign language teaching is a neglect of the intercultural dimension. Cultural knowledge is often treated as an addendum which focuses on learning facts about the target country. This article explores whether task-based language teaching (TBLT) can successfully address the intercultural dimension. Using findings that emerge from a series of one-to-one interviews, this article explores practitioners' current understandings of cultural knowledge, and how these understandings influence their practices. It identifies strengths and weaknesses and considers the steps that may be necessary if TBLT is to be a more successful mediator of the intercultural dimension. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10