Part of
From Pragmatics to DialogueEdited by Edda Weigand and Istvan Kecskes
[Dialogue Studies 31] 2018
► pp. 61–82
Edited by Edda Weigand and Istvan Kecskes
[Dialogue Studies 31] 2018
► pp. 61–82
Progress in language teaching
From competence to dialogic competence-in-performance
The article maintains that language teaching has to include the teaching of cross- or intercultural dialogic competencies. Cross-cultural competencies are often linked to the field of cross- or intercultural pragmatics. Yet, most approaches to pragmatics are hardly suitable to discover what language use is all about. We are in need of a dialogic holistic model, integrating all facets of language use. The theory set up by Weigand (2010) integrating the human abilities of speaking, thinking, and perceiving, is a convincing approach to be taken as the basis of teaching intercultural competence within language teaching. I will first sketch the development of the goals of language learning and teaching in common, then turn to intercultural communicative competence and then depict Weigand’s dialogic approach, the so-called Mixed Game Model (MGM).
Keywords: language teaching, communicative competence, cross-cultural competence, Mixed Game Model, competence-in-performance, textbook
Article outline
- 1.The role of cross-cultural communication in language teaching
- 1.1The goals of language teaching: Communicative competence
- 1.2The integration of culture into the language learning curriculum
- 2.Mixed game model (MGM)
- 3.Minimal action games in a German textbook (Schritte plus neu)
- 4.Concluding remarks
-
Notes -
References
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