第十七讲interculture.ppt

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 learners 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