INTERCULTURAL INTERPRETATION OF LITERARY TEXTS IN GERMAN LANGUAGE TEACHING: POTENTIAL FOR DEVELOPING STUDENTS’ CULTURAL AND REGIONAL STUDIES COMPETENCE

Abstract

This paper examines the didactic potential of literary texts in German language teaching, focusing on their role in developing students’ intercultural and cultural and regional studies competence. Literary works are considered not merely as materials for vocabulary and grammar practice but as cultural sources reflecting historical memory, everyday life, values, social relationships, traditions, and symbols of German-speaking communities. Drawing on the theoretical approaches of Michael Byram and Claire Kramsch, as well as the Common European Framework of Reference for Languages, the paper discusses how literary interpretation can support cultural awareness, critical reflection, and intercultural communication. It proposes a coherent sequence of pre-reading, while-reading, and post-reading activities, together with criteria for selecting texts and assessing learning outcomes. Particular attention is given to the needs of students of international relations, for whom the ability to interpret cultural contexts and communicate across cultural boundaries is professionally significant.