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.
Table of Contents
1. Introduction
2. Theoretical framework
2.1. Language and Culture
2.2. Foreign Culture Acquisition and Interculture Development
2.3. Communicative Competence and Intercultural Competence
3. Foreign culture teaching in the EFL classroom
4. Conclusion
5. References
Objectives and Topics
This paper explores the necessity of explicit foreign culture teaching within the English as a Foreign Language (EFL) classroom to facilitate the development of intercultural competence and effective communication. It investigates the intricate relationship between language and culture, arguing that mastering a new language involves the inevitable acquisition of a new culture, which requires structured pedagogical support.
- The inseparable bond between language and culture.
- Developmental stages of interculture acquisition.
- The role of communicative and intercultural competence in EFL.
- Proxemics and non-verbal communication in language teaching.
- Strategies for integrating foreign culture into classroom practices.
Excerpt from the Book
2.2.Foreign Culture Acquisition and Interculture Development
As a result of the relation between culture and language, when a person masters a foreign language, s/he has unavoidably acquired a foreign culture. In detail, Paige, Jorstad, Siaya, Klein and Colby provide a definition of foreign culture acquisition which establishes that Culture learning is the process of acquiring the culture-specific and culture-general knowledge, skills, and attitudes required for effective communication and interaction with individuals from other cultures. It is a dynamic, developmental, and ongoing process which engages the learner cognitively, behaviorally, and affectively. (n.d.: 4)
This definition clearly establishes foreign culture acquisition as a vital process for achieving intercultural communication.
On the other hand, with attention to the fact that before mastering a foreign language, students go through different stages where their interlanguage develops, it has to be highlighted that similarly, foreign culture acquisition goes through different stages where students develop their interculture. To clarify what interculture refers to, Glaser, Guilherme, Méndez and Mughan explain that Interculture designates the transition stages between the native and the target culture learners have to go through in their approach to the target culture. Thus, interculture is defined as the individuals’ degree of cultural competence, and this fluctuates between the native [C1] and the target culture and departs from the first culture as their familiarity with the target culture increases (2007: 37)
Summary of Chapters
1. Introduction: This chapter establishes the fundamental connection between language and culture, presenting the research aim of determining whether explicit culture teaching is necessary for achieving full communicative competence in EFL.
2. Theoretical framework: This section covers the core theories regarding the inseparable nature of language and culture, the developmental stages of foreign culture acquisition, and the definitions of communicative and intercultural competence.
3. Foreign culture teaching in the EFL classroom: This chapter argues for the necessity of explicit cultural instruction in the classroom, emphasizing that exposure to target culture is essential for learners to move beyond simple linguistic proficiency.
4. Conclusion: The final chapter synthesizes the arguments, reaffirming that explicit culture teaching is mandatory as it supports learners in integrating various cultural aspects into their identity and improves intercultural communication.
5. References: This section provides a comprehensive list of all academic sources, theories, and articles cited throughout the study.
Keywords
Foreign Language, Intercultural Competence, Culture Acquisition, EFL Classroom, Language Learning, Communicative Competence, Cultural Awareness, Sociolinguistic Competence, Proxemics, Interculture, Identity, Cultural Integration, Teaching Tools, Language Pedagogy, Non-verbal Communication.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the intersection of language acquisition and culture, specifically exploring whether explicit teaching of foreign culture is required in the EFL classroom to enhance student performance.
What are the central themes addressed in this study?
The central themes include the link between language and culture, the process of interculture development, the importance of communicative competence, and the practical application of cultural awareness in teaching.
What is the main objective of this work?
The main objective is to investigate the necessity of incorporating explicit foreign culture teaching in EFLT to help students achieve full communicative competence.
Which scientific methodology does the author employ?
The author employs a theoretical and descriptive review methodology, analyzing prior research, sociolinguistic theories, and existing definitions of competence to support the hypothesis that explicit cultural instruction is mandatory.
What is discussed in the main part of the paper?
The main part covers the theoretical framework, including definitions of culture, the stages of interculture development, and the specific role of proxemics and verbal humor in intercultural communication.
Which keywords best characterize this work?
Key terms include Intercultural Competence, EFL Classroom, Foreign Culture Acquisition, and Communicative Competence.
How does the author define 'Interculture'?
The author defines interculture as the transition stages between the native and target culture, representing an individual's evolving degree of cultural competence as they become more familiar with a foreign culture.
What role does proxemics play in the EFL classroom?
Proxemics is identified as a vital aspect of non-verbal communication that can lead to misunderstandings if not explicitly addressed, as different cultures have varying expectations regarding personal space and physical distance during interaction.
Why is 'fossilization' a concern in foreign culture acquisition?
Fossilization is a concern because, without proper guidance and explicit teaching, a learner's interculture can stagnate, preventing them from achieving higher levels of cultural integration and competence.
- Arbeit zitieren
- Luisana Hostos (Autor:in), 2014, Explicit foreign culture teaching in the English Foreign Language classroom for intercultural competence development, München, GRIN Verlag, https://www.hausarbeiten.de/document/283593
