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In:From Pragmatics to Dialogue
Edited by Edda Weigand and István Kecskés
[Dialogue Studies 31] 2018
► pp. 61–82

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Progress in language teaching

From competence to dialogic competence-in-performance

Published online: 5 October 2018
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https://doi.org/10.1075/ds.31.05gre
The article maintains that language teaching has to include the teaching of cross- or intercultural dialogic competencies. Cross-cultural competencies are often linked to the field of cross- or intercultural pragmatics. Yet, most approaches to pragmatics are hardly suitable to discover what language use is all about. We are in need of a dialogic holistic model, integrating all facets of language use. The theory set up by Weigand (2010) integrating the human abilities of speaking, thinking, and perceiving, is a convincing approach to be taken as the basis of teaching intercultural competence within language teaching. I will first sketch the development of the goals of language learning and teaching in common, then turn to intercultural communicative competence and then depict Weigand’s dialogic approach, the so-called Mixed Game Model (MGM).
Article outline
  • 1.The role of cross-cultural communication in language teaching
    • 1.1The goals of language teaching: Communicative competence
    • 1.2The integration of culture into the language learning curriculum
  • 2.Mixed game model (MGM)
  • 3.Minimal action games in a German textbook (Schritte plus neu)
  • 4.Concluding remarks
  • Notes
  • References
References (33)
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Zubrzycki, Kamil
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2020. Compliment responses in Icelandic. Language and Dialogue 10:2 ► pp. 194 ff. DOI logo
Săftoiu, Răzvan
2019. The Dialogic Turn in Language Study. Language and Dialogue 9:3 ► pp. 471 ff. DOI logo
Grein, Marion
2018. Foreign language teaching – Integrationism vs. MGM. Language and Dialogue 8:1 ► pp. 5 ff. DOI logo
Grein, Marion
2020. Cross-linguistic influence and the MGM. Language and Dialogue 10:3 ► pp. 369 ff. DOI logo

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