This paper examines foreign culture acquisition and intercultural competence as sociolinguistic components addressed in the English as a Foreign Language classroom due to the relation between culture and language. Sociolinguistic studies explain that when acquiring a new language, one acquires not only new linguistic patterns, new words and new sounds but a new culture. In consequence, this study explores if explicit foreign culture teaching is necessary in the English as a Foreign Language classroom in order to help learners achieve effectiveness in intercultural communication. Main implications of this study suggest the necessity of teaching foreign culture because the classroom represents the central cultural core for English as a Foreign Language students. Also, interculture development significantly varies from one learner to another, which means there is a necessity of including teaching tools in the English as a Foreign Language classroom for enhancing cultural awareness of both cultures, native and foreign, with the aim of having students reach cultural integration.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical framework
- Language and Culture
- Foreign Culture Acquisition and Interculture Development
- Communicative Competence and Intercultural Competence
- Foreign culture teaching in the EFL classroom
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study examines the relationship between language and culture and the role of explicit foreign culture teaching in English as a Foreign Language (EFL) classrooms for developing intercultural competence. It explores whether teaching foreign culture is essential for learners to become effective intercultural communicators.
- The inherent connection between language and culture.
- The impact of foreign language acquisition on cultural understanding.
- The importance of explicit foreign culture teaching in EFL classrooms.
- The role of intercultural competence development for effective communication.
- The need for culturally-sensitive teaching tools and strategies in EFL classrooms.
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction highlights the undeniable link between language and culture, drawing on various perspectives and metaphors to illustrate this connection. It then introduces the study's objective: to investigate the relevance of explicit foreign culture teaching in EFL classrooms for developing communicative competence. The study also explores prior research that supports this claim, examining how language shifting impacts identity and cultural awareness.
Schlüsselwörter (Keywords)
The paper focuses on the key concepts of language and culture, foreign culture acquisition, intercultural competence, explicit foreign culture teaching, and EFL classrooms. It explores the relationship between these concepts and how explicit foreign culture teaching can enhance learners' intercultural communication skills.
Frequently Asked Questions
Why is culture teaching important in an English as a Foreign Language (EFL) classroom?
Language and culture are inherently linked. Learning a language involves acquiring new cultural patterns and sounds. Explicit culture teaching helps students become effective intercultural communicators.
What is intercultural competence?
Intercultural competence is the ability to communicate effectively and appropriately with people from other cultures, using linguistic skills and cultural awareness to bridge differences.
Does learning a new language change a person's identity?
Sociolinguistic studies suggest that acquiring a new language and culture can impact a learner's identity and cultural awareness as they integrate new ways of thinking and expressing themselves.
What are the main tools for teaching culture in the classroom?
Effective tools include culturally-sensitive materials, comparative analysis of native and foreign cultures, and activities that promote cultural awareness and integration.
How does interculture development vary among learners?
Development is highly individual and depends on various factors such as previous exposure, openness, and the specific teaching strategies used in the EFL environment.
- Citation du texte
- Luisana Hostos (Auteur), 2014, Explicit foreign culture teaching in the English Foreign Language classroom for intercultural competence development, Munich, GRIN Verlag, https://www.grin.com/document/283593
