Investigating German course books for primary and secondary education in terms of intercultural approach

In this study the course books , 'Hallo, Kinder!' for primary state schools, 'Lern Mit Uns 1' for secondary schools, and 'Deutsch ist Spitze' for high schools, which are used to teach German in 2009-2010 academic year in accordance with Ministry of National Education Bulletin, are investigated in terms of intercultural approach.In the first part of the study, the terms 'language' and 'culture' are introduced from different perspectives after presenting the aim and the significance of the study. To explain these terms, the points of the different scientists are used. The necessity of transferring cultural statements and the hypotheses that foreign language teaching excluding culture cannot be considered as being successful are suggested. Therefore, the problems which can arise during the cultural contacts as a result of foreign language learning without any cultural element, the significance of foreign language teaching, and the necessity of transferring the cultural statements are discussed. The term 'intercultural approach' is introduced with the help of various linguists' views.After forming the theoretical part, the German course books mentioned above are investigated by a descriptive and comparative analysis. The suggested course books are examined throughout the units and the cultural activity types that are used in those course books are modified by examples. The cultural topics that are required to be transferred in course books set forth by some scientists and Common European Framework for Reference, published by European Council in 2001, are accepted as checklists and whether the chosen course books include the cultural statements in the list is determined.In addition, four skills in language teaching conceived of by modern language methods and the activities related to grammar are analyzed and findings are presented.It is found out that those three course books include the statements suggested by intercultural approach, that some required principles are used, and that some other principles are disregarded. In the conclusion part of the study, the findings are analyzed, implications are given and the suggestion that some cultural symbols and activity samples adapted from international course books used in German Language Teaching should be taken into consideration in preparing German Language Teaching course books in Turkey.Key words: Culture, Language, Intercultural Approach, Common European Framework of Reference for Languages Foreign Language Teaching, German Language Course Book.