چکیده:
To communicate effectively, learners have to become proficient in both the language and the culture of the target language. Being aware of socio-cultural frameworks does not mean that as an outcome of instruction learners have to become "native-like," but an awareness of L2 cultural norms can allow learners to make their own informed choices of how to become competent and astute language users. This paper provides an overview of practical approaches and techniques to teaching culture in the classroom in conjunction with instruction in the essential language skills. It is important to keep in mind, however, that this brief review of strategies and tactics for cross-cultural teaching and learning is minimalist, and a number of additional sources of pedagogical techniques are currently available.
خلاصه ماشینی:
These goals specify that the key accomplishments of culture teaching are to help learners develop the following new perspectives and abilities: An understanding that, in all societies, people exhibit culturally-conditioned behaviors A realization that, in all languages, social variables such as age, sex, social role, and social status determine the ways in which people speak and interact An awareness that, in all societies, people display conventionalized language uses and behavior in common (or typical) situations An awareness of the cultural connotations assigned to words and phrases in L2/FL An ability to evaluate and refine generalizations (and stereotypes) about the L2/FL culture, based on real-life evidence and experience Skills for researching another culture, i.
Generally speaking, the teacher's task is to provide learners the tools that they need to recognize that they are indeed making choices when they employ particular language features and that these choices will have an impact on the effect of the communication (see Seeley's goals for culture learning noted earlier).
In the case of speech acts, such as requests, clarifications, apologies, and small talk, for example, the linguistic and pragmatic features of such specific speech acts can be taught in the classroom to focus on repeated and frequently routinized uses of language, together with the important differences according to the social status of the speaker and the hearer, and other situational factors.