mohammadreza doostizadeh

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.

This study investigates the effect of educational games and their role in the autonomous performance of language learners in the form of educational space. According to different educational, philosophical, sociological and psychological theories about the role of creativity in autonomy in education and individual identification in learning, a new method has been tried to be possible regarding the category of autonomy in learning. In this article, with regard to this theoretical analysis, the mental and current performance of German language students regarding autonomy and individual identity according to its theoretical background is challenged. For this purpose, students are presented with a series of literary texts in German and are asked to produce and play dramatic texts with changes in the text and without changing the content. Changing the type of literary texts and uniqueness of learning to provide a basis for the identity and autonomy of language learners. The question is how this helps them to improve and complete language learning strategies, especially at the metacognitive level, and thus the reflection of their educational behavior is examined. The purpose of this article is to analyze the autonomous performance of language learners in the form of educational space created according to the analyzed theories and to assess the learning progress of language learners.

Faster translations are one of the urgent needs of the profession. Team work always leads to a greater pace and an improvement of the quality in performing high-stake tasks. Despite some practical limitations – such as being limited to content-oriented texts, team translation, if done properly, includes great advantages like increased motivation and creativity, higher quality translations, and a considerable decrease in the completion time. Such an idea, if embraced by professional translators, can bring about great changes to the translation market. However, such a change requires the acquisition of the knowledge of and the skills for the establishment of translator teams and the subsequent contribution to such team work. Therefore, after additional research is done to confirm the validity of this idea, we recommend that translation team work courses be incorporated into the curricula of translations studies programs. Regarding the country’s macro-policies in the education system, the design and incorporation of such courses can be a significant stride towards training more professional translators within college translation studies programs.

Intercultural communication is to be noted as a competence, with these competences can educate a learner not only the foreign language but also the culture of the alien society power.Of course, the basic conditions for the acquisition of these skills are, acquisition of the four language skills in general and taking note of grammatical and discursive competence in individuals.The role of textbooks can not be denied for the realization of this potential.The Presentation the cultural themes in a textbook should be the acquisition of such competence.This article analyzes the theories of intercultural communication competence in terms of both the opportunities and signs of the acquisition of these competences and focussed on the role of textbooks to it.Therefore, this study examines the text books of German pre-university education with special attention to intercultural competence theories as well as study on the theories which check the text books,and in this regard, not only non-recognition of intercultural Communication competence will be determined in this textbook, but also the orientation to German culture specifies.