By Janusz Arabski, Adam Wojtaszek
In contemporary years language studying has been more and more considered via a few SLA researchers as an primarily social-psychological strategy during which the position of a much broader sociocultural context shouldn't be marginalized. This quantity bargains a useful contribution to this starting to be physique of analysis by way of offering theoretical issues and empirical examine facts on topics akin to the improvement of intercultural communicative competence, the function of English as a lingua franca in intercultural verbal exchange, and where of cultural elements in SLA theorizing, learn, second/foreign language educating and instructor education. the quantity additionally comprises contributions which proportion the linguistic curiosity within the culture-related options and constructs reminiscent of time, modesty, politeness, and admire, discussing the culture-dependent variations in conceptualization and their mirrored image particularly language kinds and linguistic devices.
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Extra resources for Aspects of Culture in Second Language Acquisition and Foreign Language Learning
Options that are available to teachers who are willing to take this challenge are also introduced. Although the place of culture in foreign language teaching and learning contexts has been established (Atkinson 1999; Byrnes 2010), language educators, researchers and policy makers are invariably concerned with the role of culture in foreign culture curricula (Byram 2010; Byrnes 2010; Levy 2007). One of the reasons that keep the discussion about culture in the foreign language learning context going is the complexity of the very phenomenon and, consequently, our understanding of this ‘‘complex and elusive’’ (Lo Bianco 2003, p.
CEFR 2001, p. 101–109). The general competences, so thoroughly detailed by the CEFR, are important with respect both to the L1 and the L2 (Ln) learning context. What transpires from the guidelines is the conviction that sensitivity to and the awareness of one’s own (in the sense of L1) culture are the lenses through which other cultures are understood, interpreted and communicated with. Indeed, educating interculturally competent learners is a challenging and demanding task. The development of ICC in learners requires that teachers, also known as cultural go-betweens (Kramsch 2004; in Larzén-Östermark 2008, p.
If language learners are not provided with explanations of the underlying meanings, they are likely to face communication problems. On the other hand, culture cannot be framed only as social practices such as cuisine, festivals and traditional dress. Such preoccupation with differences is said to lead to stereotyping the target group and to placing undue emphasis on exotic differences between societies (Byram 1997; Holliday 1999; Kramsch 1993). 2 The Changing Role of English and Motivation to Learn the Language Yet another problem of teaching culture on English language courses is the emphasis on presenting the economically and politically dominant cultural and linguistic groups as the only right, correct, standard and norm, as pointed out by Atkinson (1999); Holliday (1999), or Byram and Feng (2004).