Intercultural Differences and Communicative Approaches to Foreign Language Teaching in the Third World

1980 ◽  
Vol 3 (1) ◽  
pp. 64-70 ◽  
Author(s):  
Karl-Heinz Osterloh
Keyword(s):  
Foreign Language ◽  
Third World ◽  
Native Speaker ◽  
Language Teaching ◽  
Formal System ◽  
Social Experiences ◽  
Foreign Language Teaching ◽  
Human Interaction ◽  
The Third ◽  
The Third World

Language is not simply a formal system of sounds, words, and syntactical structures; language also reaches into the domain of human interaction, which for its own part follows certain rules. Every native speaker assimilates individual social experiences characteristic of his own culture. These experiences inhere in statements that obtain their communicative significance through interpretation: “Die Bedeutung eines sprachlichen Zeichens kennen heisst wis en, wie es verwendet werden kann, d.h. wie man mit ihm handeln kann, welche Regeln für seinen Gebrauch gelten” (Heringer, 1977). Each society accumulates rules according to which concrete statements are interpreted abstractly and which are valid among communicating partners through common usage.

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

Teaching of culture within foreign language teaching and its relationship to nationalism

2001 ◽  
Vol 24 (1) ◽  
pp. 61-73
Author(s):  
Akemi Dobson
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Boundary Maintenance ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
National Boundaries ◽  
Communication Needs

Abstract This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.

Handling language

Gesture ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 30-62
Author(s):  
Marion Tellier ◽  
Gale Stam ◽  
Alain Ghio
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
Specific Context ◽  
Proficiency Level ◽  
The Future

Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.

Psychological features of the collocational competence development

2021 ◽  
pp. 32-37
Author(s):  
Vitaliy V. Klochikhin
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Initial Level ◽  
Native Speaker ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Level Of Consciousness ◽  
Language Perception ◽  
Psychological Features

In connection with the use of the communicative method in foreign language teaching, the collocational competence development becomes especially relevant. Based on the analysis of the researchers’ works on the topic, it is revealed that one of the problems of the collocational competence development is not following the principle of the learning consciousness. The essence of this principle is that the provision of all theoretical information should precede the practice of a foreign language. Perception is highlighted as the initial level of consciousness. It is noted that the perception of the language material by the native speaker and the learner is different. Weak con-nections between the elements of the learner’s mental vocabulary explain why learners “mix” col-locations. Noticing is the next level of consciousness. The analysis of scientific literature has shown that noticing is an important component of the successful study of a foreign language. The conditions that affect operations upon noticing are highlighted. Understanding is the last level of consciousness. The next logical step in the collocational competence development, following the principle of learning consciousness, is the use of communicative and pseudocommunicative tasks to consolidate the conscious theoretical material.

scholarly journals Межкультурно-коммуникативное обучение иностранным языкам

2018 ◽  
pp. 295-306
Author(s):  
Jan Gallo
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Teaching Methodology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
The Third ◽  
Cultural Teaching

This paper discusses the issue of cross-cultural foreign language teaching accentuating Russian Foreign Language Teaching at colleges in Slovakia. In the introduction some ideas on the position and meaning of cross-cultural communication are presented. In the second part there are explanations of the term cross-cultural communication by some linguists and methodists, as well as its implementation on several levels. In the third part attention is focused on the relations between cross-cultural communication and foreign language teaching. The issue of cross-cultural (policultural) didactics is also explained. In the fourth part the problem of cross-cultural teaching methodology is discussed. In the fifth part the focus is on presenting a summary of cross-cultural communication teaching practice in the Department of Russian Studies at Constantine the Philosopher University in Nitra. The paper concludes with a summary of the problems investigated.

Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?

1997 ◽  
Vol 57 ◽  
pp. 119-133
Author(s):  
Gerard M.M. Willems
Keyword(s):  
Foreign Language ◽  
Common Ground ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teacher Education ◽  
The Social ◽  
Cultural Component ◽  
Definition Of

By definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS. On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists. Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.

Repair in Foreign Language Teaching

1985 ◽  
Vol 7 (2) ◽  
pp. 200-215 ◽  
Author(s):  
Gabriele Kasper
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Classroom Activity ◽  
Repair Activity ◽  
Important Activity

Repair, defined in this paper as modifications of trouble sources which have manifested themselves in the discourse, is an important activity in FL learning and communication, both in educational and non-educational contexts. It is argued that studies of repair in the FL classroom should include all repair activity rather than focus on one specific repair type, viz., the teacher's correction of learners' errors. In this study the four repair types suggested by Schegloff, Jefferson, and Sacks (1977) are analyzed, and a further distinction is made according to whether the trouble source is produced by the teacher or a learner. It is shown that different preferences for repair patterns vary with the type of classroom activity (language-centered vs. content-centered activities), and it is discussed how these preferences relate to repair in non-educational learner-native speaker discourse.

One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching

2021 ◽  
pp. 1-13
Author(s):  
Gaëtanelle Gilquin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Crucial Importance ◽  
Learner Corpus ◽  
The Third ◽  
Learner Corpora ◽  
Wide Range ◽  
Language Classroom ◽  
Large Repertoire

Abstract This paper considers the issue of the norm in the context of learner corpus research and its implications for foreign language teaching. It seeks to answer three main questions: Does learner corpus research require a native norm? What corpus-derived norms are available and how do we choose? What do we do with these norms in the classroom? The first two questions are more research-oriented, reviewing the types of reference corpora that can be used in the analysis of learner corpora, whereas the third one looks into the pedagogical use of corpus-derived norms. It is shown that, while studies in learner corpus research can dispense with a native norm, they usually rely on one, and that a wide range of native and non-native norms are available, from which choosing the most appropriate one(s) is of crucial importance. This large repertoire of corpus-derived norms is then reconsidered in view of the reality of the foreign language classroom.

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