Review of Teaching the Pronunciation of English as a Lingua Franca (original) (raw)
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Language and Culture - Yawp n.4 - 2009
This paper was solely based on bibliographical research and its objective is to shed some light in the field of teaching culture in a second language acquisition context. At the event of language death spread around the world, some needs to maintain a language alive are discussed. Culture and language are two sides of the same coin and reflections about their relation are provided. It is argued that discourse is an important part of the duo language/culture; and the idea that we should teach language related to culture is defended. Keywords: culture and language, language and discourse, foreign language teaching, language maintenance. * Bióloga, mestre e doutora em Zoologia pela USP, atualmente é aluna de graduação do curso de Letras-USP, Habilitação Português-Inglês, trabalha com tradução e preparação de textos em geral.
THE ROUTLEDGE HANDBOOK OF LANGUAGE AND CULTURE
The Routledge Handbook of Language and Culture presents the first comprehensive survey of research on the relationship between language and culture. It provides readers with a clear and accessible introduction to both interdisciplinary and multidisciplinary studies of language and culture, and addresses key issues of language and culturally based linguistic research from a variety of perspectives and theoretical frameworks. This Handbook features thirty-three newly commissioned chapters which: cover key areas such as cognitive psychology, cognitive linguistics, cognitive anthropology, linguistic anthropology, cultural anthropology, and sociolinguistics offer insights into the historical development, contemporary theory, research, and practice of each topic, and explore the potential future directions of the field show readers how language and culture research can be of practical benefit to applied areas of research and practice, such as intercultural communication and second language teaching and learning. Written by a group of prominent scholars from around the globe, The Routledge Handbook of Language and Culture provides a vital resource for scholars and students working in this area.
1.10 Cultural Awareness in Language Studies
Cultura Lenguaje Y Representacion Culture Language and Representation, 2004
El presente estudio de campo aborda los problemas de comunicación que pueden surgir en el contexto de la enseñanza y aprendizaje de una lengua extranjera. Específicamente, se analiza la necesidad de introducir el contexto cultural de la lengua de destino para superar las posibles deficiencias comunicativas, en el ámbito de la instrucción de la lengua inglesa a estudiantes universitarios lituanos. Tras ponderar las diversas reacciones de los estudiantes muestreados ante la exposición a la cultura anglosajona, llevada a cabo con la proyección y posterior discusión de dos películas, Animal Farm (Rebelión en la granja) y Waiting to Exhale (Esperando un respiro), los autores concluyen que el concepto de «conocimiento» o «conciencia cultural» constituye un elemento fundamental en el aprendizaje de una lengua extranjera, cuya ausencia puede provocar el fracaso en la comunicación. Sin embargo, la enseñanza de tal noción debe integrarse y complementarse con el espectro cognitivo de la lengua y cultura del hablante nativo si se pretende conseguir una habilidad comunicativa eficaz en la lengua de destino.
Language, Culture and Learning 2
Language is more than just the code: it also involves social practices of interpreting and making meanings • The way we teach language reflects the way we understand language • What is learned in the language classroom, and what students can learn, results from the teacher's understandings of language • There is a fundamental relationship between language and culture • It is important to consider how language as code and language as social practice are balanced in the curriculum kEy iDEAS
Recently, we have occasionally dwelt on the issues of culture, language, and education as deeply interrelated dimensions of our own lives, not only because we are language teachers, but because we are human beings. We were born as biological human beings, but we can live as existential humans thanks to factors such as culture, language, and education. Without them, there would be no truly human communities. They mark our kind's passage from biology to spirituality (as encompassing both religious and non-religious aspirations and value systems). This book brings together papers that focus on aspects of these three dimensions, namely anthropological and literary issues; the history, principles, and practices of education; Arabic-English translation; engineering education; Education for Sustainable Development (ESD); and Entrepreneurship Education (EE). Another feature of this book is that it functions as a meeting point for writers from different cultures. This enriches the rationale of this compilation which casts a realistic, yet also hopeful, look at culture, language, and education. Cultures constitute comprehensive language games encompassing rules, strategies for self-expression, ideas, rituals, texts, hypertexts, products, etc. Cultures are self-imposing domains. Through them, people learn to describe, familiarize themselves with, interiorize, interact with, and rearrange reality or, better still, concrete, imaginary, virtual, personal and shared realities. Spanjers' article about three examples from the Russian literature about Saint Petersburg shows that cities can be inhumane and crash their citizens. In other words, although cultures humanize and [5] domesticate nature, this does not mean that all regions of the inhabited world are 'homely' to all. Within these language games, languages play a key role. We mean not only languages such as English, Arabic, Mandarin, and the like, but also sign languages, as well, and other systems which are not usually thought of as languages, like programming languages in IT, logic, mathematics, and chemistry.
2015
The course is an introduction to linguistic anthropology with a main focus on language "use" in society. Among the main topics to be addressed are the notions of language ideology (how language is conceptualized by its users, e.g., what they think they do with language when they talk and otherwise utilize their language); pragmatics and metapragmatics; socio-cultural semiosis of linguistic practices, incl. language as group identity flag; making and differentiating languages, incl. class/gender/race and geographic stratifications; the social life of utterances from speech genres to entextualizations; indexicality in semiotically mediated social practices; the dynamics of language change (synchrony and diachrony); and, above all, language as denotational code and a system of signs. The readings include the classic texts of Saussure,
Language and culture ( by Abdelfattah Mazari and Naoual Derraz)
The study of culture plays a very important role when it comes to teaching or learning a foreign language since words and phrases of that language, such as English, refer to internal meanings to its culture, creating a reality and a well defined semantic relationship that the learner must understand. Language and culture have at least three important components: 1) Language learning offers learners the opportunity to understand the relationship between language and other cultural phenomena. 2) Language learning allows a comparison between the foreign language and the mother tongue and highlights similarities as well as differences between the two. 3) The learning of the foreign culture passes by the knowledge of one’s own culture and takes into account its linguistic dimensions. In this work, we will try to show that these three components are complementary and interdependent, and must evolve in parallel in the overall educational process. The objectives should be clear so as to make learners appreciate similarities and differences between their own culture and the communities where the target language is spoken. This will, therefore, help them identify with the experience and the perspective of native speakers of that language, and then use this skill to develop a more objective view of their own culture and their way of thinking. Keywords: language, culture, interdependent, learning, teaching
The interplay between language and culture has fascinated researchers from various disciplines since the work of Franz Boas (1858-1942) or even Wilhelm von Humboldt (1767-1835) and Johann Gottfried Herder (1744-1803). Since then, an interdisciplinary field has developed at the intersection of cultural/social anthropology and linguistics, referred to as either "anthropological linguistics" or "linguistic anthropology" (henceforth AL/LA), along with a few other (competing) denominations (to be discussed below). The broad field of research that focuses on language and culture encompasses several research traditions that approach the subject from different perspectives, the most important of which are discussed in this introduction. Although it is a common feature of all humans to use language for the purpose of social interaction, the world's languages exhibit a high degree of variation at all linguistic levels (see, e.g., Evans and Levinson 2009 for a concise overview). Cultural-historical factors have a considerable impact on this cross-linguistic variation, interacting with the constraints of human cognition which set the framework for diversification. Societies provide different cultural contexts in which languages are embedded. Individual languages serve to express culture-specific ideas, they are associated with cultural identity, and they are a medium for social interaction within a specific community; language choice, linguistic forms, and verbal practices convey cultural meaning. The overarching research goal of anthropological linguistics or linguistic anthropology, therefore, is to examine the ways in which and the extent to which cultural aspects affect cross-linguistic diversity and language change. The emergence of the study of language and culture, its fusion into an interdisciplinary field combining methods and features of linguistics and social/cultural anthropology, its overlap with neighboring subdisciplines of linguistics, and the topics addressed in this book are discussed in the following sections.