Foreign language textbooks as cultural bridges:A road to communicative competence (A proposal for textbook writers and evaluators) (Record no. 19995)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Haddad, Youssef
Miscellaneous information Master’s degree in Teaching English as a Foreign Language
245 10 - TITLE STATEMENT
Title Foreign language textbooks as cultural bridges:A road to communicative competence (A proposal for textbook writers and evaluators)
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2001
300 ## - PHYSICAL DESCRIPTION
Extent 182 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Textbooks have gained so important a status in foreign language teaching and learning that it has become dangerous to ignore their influence. They are the primary material for both teachers and learners. They are written and selected with the intention and assumption of presenting a curriculum. Besides, in the time of educational reform, they are a main concern which should be taken care of, just as has been the case in Lebanon. Further, when language learning is in question, the goal is to help the learner get to use the language appropriately and correctly, taking into consideration the situatedness of the interaction—written or oral—that s/he is involved in. In other words, while using a foreign language, the learner should be able to not only abide by the linguistic rules of the language, but also consider factors such as the age of the interlocutor — reader/writer or listener/speaker— and the level of formality required. The learner must also be able to take into account the cultural background of the interlocutor as compared to her/his own background. In short, the goal of language teaching and learning is to help the learner attain intercultural communicative competence, and foreign language textbooks should contribute to this goal since they are a primary tool in the foreign language classroom. This study presents a pedagogically motivated model of intercultural communicative competence as constituting two main components, conceptual competence and procedural competence. The former comprises the different subcomponents that the language learner should ‘know’ at the pre-processed level or before actually using the language. The latter deals with the learner’s ability to coordinate or bring together the different subcomponents in actual language use. In addition to the model, the study outlines a set of criteria that textbook writers and evaluators should take into consideration when they write, evaluate, and/or select a foreign language textbook. The criteria are followed with a model lesson as a demonstration of the feasibility of the pedagogically motivated model and the criteria that the study proposes.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Livres Scolaires
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Textbooks
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات الكتاب المدرسي
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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