Zwischen „Richtig oder Falsch“ in den interkulturellen Print- und Online-Sprachübungen (ein Praxisbeispiel des Deutschunterrichts an der TUKE)
Between “right or wrong” in the Intercultural Print and Online Language Exercises (a Practical Example of German Lessons at TUKE)

Summary/Abstract: Intercultural competence is often addressed in German language textbooks for adults but is usually treated at the cognitive levels of remembering and understanding, while productive and interactive learning objectives (analysing, evaluating, creating) are largely neglected. The types of exercises tend to focus on knowledge retrieval rather than action-oriented language skills. This article explores the extent to whichcurrent print textbooks for German as a foreign language convey intercultural content and competence appropriately, and what is the role standardized exercise formats and typologies – especially those like „True/False“. The article aims to present exercise concepts that support the transition from declarative to procedural knowledge and address higher-level learning objectives (evaluating, creating) according to Bloom’s taxonomy. By linking realistic scenarios with appropriate linguistic actions, a sustainable expansion of both intercultural and linguistic competences can be achieved. Intercultural competence should be taught in an action-oriented linguistic context in order to effectively promote integration and inclusion. The qualitative content analysis of selected print and online textbooks within projects at the Technical University of Košice (TOURNEU, FALINAR) is based on the comparison and potential further development of exercise models that strengthen communicative language competence and intercultural awareness. Textbooks often cover intercultural aspects (e. g., etiquette, cultural hotspots), but more complex conflict resolution strategies are less frequently addressed. They typically present receptive and cognitive types of exercises, with few productive or simulation-based tasks. Online projects show potential for interactive and multi-level exercises. Using selected DaF (German as a Foreign Language) textbooks and EU projects, examples are presented that go beyond standardized knowledge transfer and aim for deeper awareness, differentiation, and application of intercultural competences. Innovative exercise formats – such as simulation-based tasks or multi-level rating scales – are better suited to promote communicative competence in intercultural contexts. In this context, value hierarchies, evaluative adjectives, and cultural standards play a central role. The integration of these approaches into job-oriented language textbooks is essential in order to linguistically equip teacher of German for more complex intercultural communication situations.

• Details
• Contents