Approaches to Culture in Foreign Language Teaching

1989

This paper focuses upon the importance of teaching culture in foreign language classrooms. Research done by sociolinguists and anthropologists shows that there is a close relationship between language and culture. Language and culture are inseparab'l e. So differences in culture across languages are a problem in learning a foreign language. Unfortunate1y , the role of culture in foreign language teaching/1earning has been ignored in Turkey by language researchers, curriculum planners, and language teachers, and, thus, it has not been included as part of the curriculum of teaching EIFL programs. Many communication failures are the result of a lack of cross-cultura1 understanding rather than a lack of linguistic competence. This topic is important to the field of EFL because the development of "communicative competence" in a foreign 3anguage involves much more than linguistic competence. Communication also involves developing an awareness of the way of life end the traditions of the people whose language is being studied. Learning the cultural roots of a language is essential for meaningful fluency, ]D ether words, an understanding of culture makes language study more meaningful.

Adelante- Ahead 2018, 2018

Abstract: Language plays a crucial role not only in the construction of culture but also in the emergence of cultural changes. The possibility of changing the attitudes of people by giving them a new vocabulary to build social realities whether national, gender or racial realities that allow them to access to opportunities to develop and use language to communicate and create relationships. This article presents a literature review about the role of culture in teaching a foreign language taking into account some pedagogical and didactic aspects involved in the teaching process. As the main result, it is concluded that it is impossible to teach a language without teaching the culture; the teacher becomes a mediator between foreign languages and culture, that is why certain aspects of teaching can influence the inclusion or exclusion of that elements in a foreign language classroom. Keywords: culture, foreign language teaching, intercultural teaching resources

The thesis is concerned with the contribution and incorporation of the teaching of culture into the foreign language classroom. More specifically, some consideration will be given to the why and how of teaching culture. It will be demonstrated that teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates, or should incorporate, some cultural elements, which are intertwined with language itself. Furthermore, an attempt will be made to incorporate culture into the classroom by means of considering some techniques and methods currently used. The main premise of the paper is that effective communication is more than a matter of language proficiency and that, apart from enhancing and enriching communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity.

In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., . Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

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IASET, 2020

Language is a basic form of communication. It can be verbal, physical and biologically innate. Culture is the distinctiveness of a specific group of people. This distinctiveness can be observed in the language, religion, social behavior, music and the arts of these groups. Language and Culture are closely associated as culture finds its expression in language. Therefore, anyone learning a new language without having knowledge about its culture is deficient. In learning language, Culture plays an important role. It is pertinent then to mention that including culture in the learning process of a foreign language does not rule out the need to learn the four language skills in addition to spellings, sentence structure, word articulation, and vocabulary building. This article aims to establish the role that culture plays in the teaching and learning process of English as a foreign language. In its examination, the study highlights how culture in English as a foreign language (EFL) can be taught. The study of the Documentary Research Survey examines the usefulness of culture in teaching language and verifies whether their teaching conforms to the curriculum. Data used in the analysis of this study were obtained from external sources such as documents, articles and book chapters. The study confirmed that including culture in the context of learning foreign language is important. The outcome of the culture curriculum is not yet incorporated into secondary school operational plans.

International Journal of Social Science and Humanity, 2013

Foreign language is included of several components, including grammar, communicative, language proficiency, for learners, the knowledge of the conventions, customs, beliefs, is indisputably an integral part of foreign language learning. Teaching a foreign language is not only learning structure or learning new vocabulary and expressions but mainly incorporates, cultural elements, which are not integrated with language itself. This paper shows that effective communication is more important than language proficiency .Culture promotes objectivity and cultural perception. In fact, most teachers and students lose sight of the fact that knowledge of grammatical system of a language has to be complemented by understanding of culture specific meanings.

Book Article, 2022

Algerian is witnessing an increasing demand on foreign languages at many levels. However, heated debates on the foreign cultural influence coexists side by side with this zeal towards foreign languages. Since universities constitute the natural sphere where opinions usually forge social attitudes, this article looks into the question of culture and language teaching in the Algerian university context. Through a critical review of literature on the question, it analyses the debate suspecting the role of foreign culture that accompanies foreign language teaching in order to consider possible guidelines that would facilitate the adoption of more productive approaches to foreign culture teaching. Culture in the foreign language classroom is inevitable though it has a number of negatives. Yet it is possible to hew a third way that makes of culture teaching a constructive tool for the benefit of foreign language learners.

The thesis is concerned with the contribution and incorporation of the teaching of culture into the foreign language classroom. More specifically, some consideration will be given to the why and how of teaching culture. It will be demonstrated that teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates, or should incorporate, some cultural elements, which are intertwined with language itself. Furthermore, an attempt will be made to incorporate culture into the classroom by means of considering some techniques and methods currently used. The main premise of the paper is that effective communication is more than a matter of language proficiency and that, apart from enhancing and enriching communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity.