第十七讲interculture

Intercultural learning in SLA

Objectives to present some theoretical reflections about the concept of culture and to propose a way to incorporate culture into L2 classrooms, with the intention of making students aware of the meaning of words in a cultural context, developing their communicative competence when interacting in a second culture and offering teachers, who claim not to know how to teach culture, with another option to include culture in their classrooms.

Background of Study One of the well-known characteristics of modern approaches to second language learning is the view that successful second language acquisition (SLA) is accompanied by second culture acquisition (SCA) (e.g., Hamers & Blanc,1989; Schumann 1978). It seems clear that a learner's acquisition of communicative competence must involve more than the command of the grammatical structures of the target language and a mastery of its phonology. The learner must also acquire new cultural knowledge and a set of culture-specific constraints on linguistic behaviour.

Background of Study Extensive research in CLT served as a theoretical and methodological basis for several approaches that aimed to co-teach language and culture: [teaching language through culture and teaching culture through language]

Background of Study Gass and Selinker also (2001) discuss the importance of interlanguage pragmatics. They state that "interlanguage pragmatics, in dealing with how people use language within a social context, must take into consideration not only how a language is used (i.e., how grammatical forms are used to express semantic concepts), but also what it is being used for and who it is being used with" (p. 248).

Background of Study culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. — Kramsch, 1993

Definition of culture The behaviorist definition views culture as the set of patterns that are shared and that may be observed. It refers to the behavior exhibited by a group of people in terms of actions and events. 2. The functionalist definition conceives culture as a social phenomenon which presents the rules governing and explaining events and which also makes it easier to provide cultural descriptions and develop awareness. 3. The cognitive definition deals with the knowledge shared by a cultural actor and other actors; at the same time it helps them organize and interpret the world.

Definition of culture 4. The symbolic definition, as its name suggests, refers to the system of symbols used by the inpidual to assign meanings to different elements and events. 5. Anthropolo

gists define culture as 'the whole way of life of a people or group. In this context, culture includes all the social practices that bond a group of people together and distinguish them from others' (Montgomery and ReidThomas, 1994: 5).

Definition of Intercultural Learning The process of becoming more aware of and better understanding one’s own culture and other cultures around the world. The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding. (British Council)

Intercultural awareness Intercultural awareness in language learning is often referred to as The 'fifth skill' - the ability to be aware of cultural relativity following reading, writing, listening and speaking.

Claire Kramsch points out ... "http://www.77cn.com.cnnguage is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency ... Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing" (in Context and Culture in Language Teaching OUP,1993).

Intercultural awareness - Level 1

An awareness of:1. culture as a set of shared behaviours, beliefs, and values. 2. the role culture and context play in any interpretation of meaning. 3. our own culturally induced behaviour, values and beliefs and the ability to articulate this. 4. others’ culturally induced behaviour, values and beliefs and the ability to compare this with our own culturally induced behaviour, values and beliefs.

Intercultural awareness – level 2

An awareness of:5. 6. 7. 8. 9. the relative nature of cultural norms. cultural understanding as provisional and open to revision. multiple voices or perspectives within any cultural grouping. inpiduals as members of many social groupings including cultural ones. common ground between specific cultures as well as an awareness of possibilities for mismatch and miscommunication between specific cultures.

Intercultural awareness – level 3 An awareness of: 10. culturally based frames of reference, forms and communicative practices as being related both to specific cultures and also as emergent and hybrid in intercultural communication. 11. initial interaction in intercultural communication as provisionally based on cultural stereotypes or generalisations but an ability to move beyond these through: 12. A capacity to negotiate and mediate between different emergent socioculturally grounded communication modes and frames of reference based on the above understanding of culture in intercultural communication.

Definition of Intercultural Communicative Competence

ICC is an attempt to raise students’ awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, …… 此处隐藏：4449字，全部文档内容请下载后查看。喜欢就下载吧 ……