A Textbook Analysisto Examine the Intercultural Competence Teaching through Reading Skills, Reading Text Types and Reading Technique Exercises in DaF kompact A1-B1

The present textbook analysis aims to investigate the dimensions of intercultural competence training in GFL textbooks by using textbook evaluation questions, with focusing on DaF kompakt A1-B1 as its case study. According to the intercultural approach, the teaching of intercultural competence takes place by addressing the source and target cultures and through a specific didactics of understanding based on reading skills. Accordingly, the use of reading text types as well as the teaching of reading techniques in intercultural textbooks is of particular importance. In order to explore this, after the general description of the textbook based on questions of Funk (1998), the intercultural competence was assessed by using six questions, developed by the authors based on Bolten (2007) and Brill (2005). Due to the lack of appropriate textbook evaluation questions to examine the reflection of intercultural competence in reading skills, reading text types and reading technique exercises, this was analyzed using three questions suggested by the authors. The results confirmed the reflection of intercultural competence in reading skills and showed that intercultural competence in DaF kompact A1-B1 is trained not only through the content of the texts and comparing exercises of the source and target cultures, but also through reading skills, offering reading text types and reading technique exercises. Considering the key role of reading skills, reading text types and reading technique exercises by the training of intercultural competence, was finally the use of three questions suggested by the authors in the current textbook questions for analyzing intercultural competence recommended.