1. A Statement of the Problem
The research problem that the monograph addresses is the topic of intercultural communication, as it is becoming more and more valid in today’s world. Intercultural communicative competence is most often connected with the ability to communicate in a foreign language, but intercultural competence is not necessarily dependant on knowledge of the foreign language. However, paradoxically learning a foreign language should be complemented with learning cultural contents in order to acquire intercultural communicative competence. This is the reason why the current research concentrates on acquiring intercultural competences within English language teaching. Slovak education, including foreign language education in Slovakia, is going through curricular reform. The Slovak curricular documents for foreign language teaching are based on the Common European Framework for Languages: Learning, Teaching, Assessment (CEFR, 2001) and one of the main priorities of the CEFR is to equip pupils with the ability to communicate appropriately with across linguistic and cultural boundaries in multicultural and multilingual Europe. The CEFR was chosen as the reference document for the comparative analyses with the Slovak curricular documents. In this project I want to concentrate on how cultural content is implemented within English language teaching within primary education. The A1 level was chosen according to the CEFR, which represents the end of the fifth year of primary school (11 years of age). This research primarily deals with the first level of language proficiency (A1), which is in this case the age of young school children (as they form attitudes towards other languages and cultures...
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