The Use of an Intercultural Approach in Teaching German to Develop Communicative Competence in a Foreign Language

Abstract

This article addresses the issue of applying an intercultural approach in German language instruction. The purpose of the study is to provide a theoretical justification, develop, and design a comprehensive system for fostering intercultural foreign language competence (ICC) among learners in the process of teaching German, based on the intercultural approach and the DACH principle. To achieve this goal, a set of scientific methods was applied: analysis and synthesis of the scientific literature (conceptualization of the ICC structure); critical content analysis of DaF teaching materials (Dinternal Education / Pearson, Schubert-Verlag, Klett, Hueber, Cornelsen) using the author's criteria matrix; the modeling method (constructing a methodological system and communicative case studies); the pragmatostylistic analysis method (Critical Incidents); and comparative analysis to identify pluricentric linguistic parallels. Main results: It has been demonstrated that intercultural foreign language competence (ICC) is a multidimensional, integrative construct encompassing cognitive, affective-reflective, and behavioral components. The key indicators of its development are defined as the ability for intercultural mediation, tolerance for uncertainty (Frustrationstoleranz), and the skill of sociocultural «mirroring» (Spiegelung). A criteria-based analysis of the current state of German language instruction was conducted, revealing significant gaps in existing teaching and learning materials. An original methodological system has been developed and justified, based on three guiding principles: pluricentrism (DACH-origination), dialogicity, and situational-discursive immersion. Methodological recommendations are proposed on how to implement the developed system into the educational process. The scientific novelty lies in the conceptualization of the DACH-principle didactic technology, the development of an original typology of exercises, and the implementation of the "cultural mirroring" algorithm. The practical significance of the results lies in the possibility of directly applying the developed methodological system, typology of exercises, and recommendations in the practice of teaching German in institutions of higher and general secondary education, when compiling working curricula and special courses on intercultural communication, as well as in the development of new textbooks for DaF.