By Janusz Arabski, Adam Wojtaszek
In contemporary years language studying has been more and more seen by means of a few SLA researchers as an basically social-psychological procedure within which the function of a much broader sociocultural context shouldn't be marginalized. This quantity deals a invaluable contribution to this starting to be physique of analysis via delivering theoretical concerns and empirical study facts on topics corresponding to the improvement of intercultural communicative competence, the position of English as a lingua franca in intercultural verbal exchange, and where of cultural components in SLA theorizing, examine, second/foreign language educating and instructor education. the quantity additionally includes contributions which proportion the linguistic curiosity within the culture-related suggestions and constructs akin to time, modesty, politeness, and recognize, discussing the culture-dependent modifications in conceptualization and their mirrored image particularly language types and linguistic devices.
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Extra info for Aspects of Culture in Second Language Acquisition and Foreign Language Learning
3 Sensitizing Foreign Language Learners 31 Part Two, on the other hand, is a collection of guidelines for the assessment of ICC, also theoretically grounded. The guidelines, theoretically rooted, concern the ways of assessing three components of ICC, namely knowledge (savoir), knowing how (savoir faire) and being (savoir-être). These two publications may be used by the teachers and trainers who aim at working within the ICC framework since each book is accompanied with a CD-Rom offering a rich variety of materials, for example descriptions of workshops carried out during the project or key research papers concerning ICC (Lázár 2007).
This variability in the individual understanding of culture is a real challenge to language learners and teachers. Particularly the latter have to be aware of their own personal preferences and biases when they make decisions how to introduce foreign language culture to learners who also represent subjective approaches to cultural phenomena. Both Atkinson (1999) and Levy (2007) opt for a broad understanding of culture in the context of second/foreign language teaching. Traditional approaches to culture as stable, monolithic and institutionalized do not reflect the conditions of human life in the twenty first century—the age of globalization, World Wide Web and the increased mobility of people, which bring a wide range of cultures into contact that may end as conflict.
The outcomes of the project are briefly presented in the following section. 30 L. 5 Materials for Training ICC Teachers The materials produced by the project on intercultural competence are a perfect example of intercultural communication since the authors of the two books, that is Mirrors and Windows (Huber-Kriegler et al. 2003) and Developing and Assessing Intercultural Communicative Competence—A Guide to Language Teachers and Teacher Educators (Lázár et al. 2007), represent different countries, cultures and educational experience.