By Janusz Arabski, Adam Wojtaszek
In fresh years language studying has been more and more considered via a few SLA researchers as an basically social-psychological technique during which the function of a much wider sociocultural context shouldn't be marginalized. This quantity deals a worthy contribution to this growing to be physique of study by means of supplying theoretical concerns and empirical study info on topics resembling the advance of intercultural communicative competence, the function of English as a lingua franca in intercultural conversation, and where of cultural components in SLA theorizing, study, second/foreign language instructing and instructor education. the amount additionally comprises contributions which percentage the linguistic curiosity within the culture-related techniques and constructs reminiscent of time, modesty, politeness, and recognize, discussing the culture-dependent changes in conceptualization and their mirrored image specifically language varieties and linguistic devices.
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Extra info for Aspects of Culture in Second Language Acquisition and Foreign Language Learning
6 Conclusions The twenty first century—the age of globalization, the World Wide Web and the increased human mobility—has brought new challenges and demands to the foreign language teaching profession. First of all, a shift from teaching communicative competence to teaching interculturally has been observed. This ‘‘cultural turn’’ seems to be a natural consequence of the ‘‘global village’’ effect. Nowadays it is relatively easy to come into a personal contact with speakers of many languages from a variety of countries.
Then the authors discuss how to plan ICC workshops and courses and they give sample materials to work on ICC with literature, songs and films. 3 Sensitizing Foreign Language Learners 31 Part Two, on the other hand, is a collection of guidelines for the assessment of ICC, also theoretically grounded. The guidelines, theoretically rooted, concern the ways of assessing three components of ICC, namely knowledge (savoir), knowing how (savoir faire) and being (savoir-être). These two publications may be used by the teachers and trainers who aim at working within the ICC framework since each book is accompanied with a CD-Rom offering a rich variety of materials, for example descriptions of workshops carried out during the project or key research papers concerning ICC (Lázár 2007).
As stated in the Common European Framework for Reference for Languages (Council of Europe 2001, p. 168), ‘‘plurilingual and pluricultural competence is defined as the language communication and cultural interaction skills of a social player, who, at various levels masters several languages and has experience of several cultures’’. Following Byram (1997, p. 50–63) and Komorowska (2006, p. 68) enumerates the five elements imminent to developing intercultural competence. They are: attitudes, knowledge, skills, learning to learn abilities and critical awareness.
Aspects of Culture in Second Language Acquisition and Foreign Language Learning by Janusz Arabski, Adam Wojtaszek