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Interkulturelle Elemente im Fachsprachenunterricht

It is widely recognised nowadays that sociocultural knowledge and intercultural awareness are essential for successful communication in a foreign language. Therefore, students’ intercultural competence has to be developed along with their language competence within a foreign language course. Since languages for specific purposes are highly content-dependant and culture-bound the need for raising intercultural awareness and acquiring sociocultural knowledge in LSP courses can be even greater than in a general language course. Namely, culture-specific content and deeply culturally embedded concepts and terms may lead to confusions and misunderstandings and cause problems in professional communication. Teaching about culture of the community in which a foreign language is spoken and raising the students’ awareness of similarities and differences between the foreign and their own culture in a specific content area can contribute to clarification of terminology and better understanding of professional texts, and help avoid confusions that arise from cultural asymmetry. This paper aims to demonstrate the use of contrastive approach in an LSP course as a useful method for developing the students’ awareness of dissimilarities between cultures and their consequences for the language. Several illustrative examples from two LSP courses will be presented - German for tax law students and German for social workers. The author will demonstrate how contrastive analysis of culture-bound technical terms, contrastive teaching of specific content and text genres can facilitate the acquisition of professional language and contribute to more successful cross-cultural communication.

kontrastive Analyse ; kulturelle Asymmetrie ; interkulturelle Kompetenz ; Fachsprachenkurs ; kulturapezifische Fachinhalte und Fachtermini

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