By Janusz Arabski, Adam Wojtaszek
In contemporary years language studying has been more and more seen through a few SLA researchers as an primarily social-psychological method within which the position of a much wider sociocultural context shouldn't be marginalized. This quantity deals a useful contribution to this transforming into physique of study by way of delivering theoretical issues and empirical learn facts on topics reminiscent of the improvement of intercultural communicative competence, the function of English as a lingua franca in intercultural communique, and where of cultural components in SLA theorizing, learn, second/foreign language instructing and instructor education. the amount additionally includes contributions which percentage the linguistic curiosity within the culture-related ideas and constructs equivalent to time, modesty, politeness, and appreciate, discussing the culture-dependent adjustments in conceptualization and their mirrored image specifically language kinds and linguistic devices.
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Additional info for Aspects of Culture in Second Language Acquisition and Foreign Language Learning
The data were collected by means of a web-questionnaire. The results show that the respondents’ declarative knowledge of culture is sufficient and close to what an ICC teacher should know. Their skills of teaching culture are mostly confined to transmitting foreign culture knowledge. The teachers, however, do not employ activities that support independent searching for cultural information, its presentation and critical evaluation. Only few teachers declared to use an experiential approach to teaching ICC, evident, for example, in organizing trips and intercultural exchange programs.
Intercult Edu 17(1):55–72 Sercu L, Bandura E, Castro P, Davcheca L, Laskaridou C, Lundgren U et al (2005) Foreign language teachers and intercultural competence an international investigation. Multilingual Matters, Clevedon Skelton T, Allen T (1999) Introduction. In: Skelton T, Allen T (eds) Culture and global change. Routlege, London, pp 1–10 Chapter 4 Do We Need to Teach Culture and How Much Culture Do We Need? Agnieszka Otwinowska-Kasztelanic Abstract The educational policy of the European Union stresses the need for special treatment of culture in the school systems.
However, culture is differently perceived in each competence and therefore revisiting cultural aspects in language learning and teaching is justified. In addition, the twenty first century is the age of globalization with English as its lingua franca which means that people use English to communicate with native and non-native speakers of this language from diverse cultural backgrounds. In fact, the participants of such encounters (non-native speakers of English communicating in this language) have to cope with three different cultural contexts, namely their first language culture, their foreign language culture and the culture of their interlocutor.