THE UNITY OF LANGUAGE AND CULTURE IN TEACHING FOREIGN LANGUAGES

Senegal is a melting pot of several civilizations mainly originated from the West (Europe) and the East (the Arab world). Assuming that language and culture are intrinsically related, the settlement of those people and their status as dominant minority sparked and strengthened the use of their languages in formal domains. In the long ran, as they became domesticated, thus now considered African languages because they have contributed to mold the cultural identity of younger generation, they involve in all linguistic interaction. Arab, in its classical form, remains a symbol of Islam which earns it a certain degree of sacredness. Nevertheless the contact situation with the other languages forced it to crossbreed in special ways like borrowings and interferences. As for the other foreign languages, namely French, English, Spanish, and German at a least extent, they are made to carry the weight of local cultures.

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New Trends in the Teaching of the Intercultural Competence as Part of the Process of Teaching Foreign Languages in the Context of Higher Education in Spain.

European Journal of Language and Literature ◽

10.26417/ejls-2019.v5i2-195 ◽

2019 ◽

Vol 5 (2) ◽

pp. 6

Author(s):

Yolanda García Hernández

Keyword(s):

Higher Education ◽

Intercultural Competence ◽

Teaching And Learning ◽

Language Teaching ◽

Foreign Languages ◽

Short Introduction ◽

Language And Culture ◽

Open Window ◽

Methodological Approaches ◽

Different Cultures

Today we live in the era of globalization. We define our world by the coexistence of various different cultures. The present article seeks to clarify the concept of intercultural competence when teaching foreign languages and the new trends in the context of Higher Education in Spain. We will start with a short introduction on the various studies and research on the relationships between language and culture However, the main aim in this article will be to point out the new roles played by teacher and learners in the process, the creation of new materials to support the intercultural dimension and the new types of activities that could be done inside and outside the classroom, such as the use of tele-collaboration, social networks and others. In other words, the elements that make up and give meaning to a new methodology for language teaching and learning and that help language teaching to be an open window towards other cultures and to develop a new and open-minded attitude towards diversity. Therefore, we will try to study some of the main current methodological approaches, stereotypes and contents linked to that intercultural competence.

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Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽

2018 ◽

Author(s):

Heather Adams ◽

Laura Cruz-García

Keyword(s):

Foreign Language ◽

Mother Tongue ◽

Language Teaching ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Oral Performance ◽

Specific Language ◽

Language And Culture ◽

Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

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The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

Title in english ◽

10.24833/2410-2423-2020-3-23-88-95 ◽

2020 ◽

Vol 23 (3) ◽

pp. 88-95

Author(s):

O. A. Maslovets

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Foreign Languages ◽

Language And Culture ◽

Self Development ◽

The Subject ◽

Self Knowledge ◽

Cultural Entity ◽

The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

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THE INTERACTION OF LANGUAGES AND CULTURES AS AN OBJECT OF POLYPARADIGMATIC RESEARCH

Cherepovets State University Bulletin ◽

10.23859/1994-0637-2021-4-103-10 ◽

2021 ◽

Vol 4 (103) ◽

pp. 118-125

Author(s):

TATYANA E. VLADIMIROVA

Keyword(s):

Foreign Language ◽

Cultural Values ◽

Native Speakers ◽

Language And Culture ◽

Self Development ◽

Unity Of Language ◽

Active Communication ◽

The Trinity ◽

The Way

The focus of this article is on the integral unity of language and culture, which predetermined the evolution of the person speaking . An appeal to the ancient holistic methodology revealed the trinity of psychological intention and speech itself in the correlation with cultural values. Consequently, teaching a foreign language, focused on active communication with native speakers, is also an object of polyparadigmatic research, which should precede the development of new teaching technologies. The undertaken consideration made it possible to single out a synergetic approach as combining the teaching of a foreign language, culture and the way of beingness formed on their basis with a personal need for self-development and self-realization.

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SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

Educational Psychology in Polycultural Space ◽

10.24888/2073-8439-2021-55-3-91-98 ◽

2021 ◽

Vol 55 (3) ◽

pp. 91-98

Author(s):

Y.V. Maslova ◽

Keyword(s):

Foreign Language ◽

Mutual Influence ◽

Native English Speakers ◽

Positive Influence ◽

Foreign Languages ◽

English Speakers ◽

Further Training ◽

New Techniques ◽

Language And Culture ◽

Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

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Cross functional effect between language and culture in the understanding of the context in the educational process

SHS Web of Conferences ◽

10.1051/shsconf/20197005006 ◽

2019 ◽

Vol 70 ◽

pp. 05006

Author(s):

Evgeny Nesmeyanov ◽

Yulia Petrova

Keyword(s):

Cultural Knowledge ◽

Educational Process ◽

Communication Process ◽

Foreign Languages ◽

Main Role ◽

Functional Effect ◽

Cultural Meanings ◽

Language And Culture ◽

Education Process

Teaching a communication language is not only grammatical patterns in which words are embedded, but it is also a function of the language. The function of the language – is the goal that must be achieved through written or spoken forms. Using the function of the language, you carry out the act of communication. The main goal in the communication process is to understand people, i.e. to understand the context. Culture is a central part to all types of the contexts. Understanding of the contexts implies that a person knows these cultural meanings related to time, place, person and circumstances. Many researchers define the main role of a teacher as a “driving force” in mastering cultural knowledge among students who study foreign languages during the education process.

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Mengenal Bahasa dan Budaya Asing dengan Bernyanyi dan Bermain Bersama Siswa SDN Desa Pantai Bahagia 02 Muara Gembong

Metahumaniora ◽

10.24198/mh.v7i2.18836 ◽

2017 ◽

Vol 7 (2) ◽

pp. 145

Author(s):

Erlina .

Keyword(s):

Foreign Language ◽

Community Service ◽

Foreign Languages ◽

Language And Culture ◽

To Come

ABSTRAKAda banyak cara bagi anak-anak untuk belajar, salah satu diantaranya melalui bermaindan bernyanyi. Apapun yang mereka pelajari, metode ini dapat dianggap sebagai metode yangpaling efektif sekaligus menyenangkan. Karena bermain dan bernyanyi adalah bagian darikehidupan anak-anak, masa kanak-kanak, dinamika belajar ini sesuai untuk mengembangkandaya pikir anak-anak melalui tawa ria. Tak ada yang harus mereka khawatirkan, tak perlumenghapalkan aturan-aturan dalam tatabahasa, tak harus menghapalkan kosa kata yangrumit; mereka dapat melupakan semua kesulitan yang dapat membayangi keceriaanmereka tersebut, yang perlu mereka lakukan hanyalah untuk bergabung bersama dengananak-anak lain untuk mengulangi syair-syair yang dinyanyikan, mengikuti gerakan-gerakanyang dicontohkan sambil bernyanyi riang. Ada lebih dari lima puluh siswa sekolah dasar,dari SDN 02, Desa Pantai Bahagia, Muara Gembong, turut berpartisipasi di lokasi tempatpelaksanaan Pengabdian Kepada Masyarakat se Universitas Padjadjaran SuperCamp 2017untuk mengikuti pengenalan bahasa dan budaya asing. Pengenalan bahasa dan budaya asingmelalui bermain dan bernyanyi ini sebagai bagian dari wujud nyata pengabdian masyarakatFakultas Ilmu Budaya Universitas Padjadjaran memperlihatkan efek-efek yang positif;anak-anak berpartisipasi penuh karena mereka menganggap mereka tidak sedang belajartapi sedang bermain, mereka paham apa yang harus mereka lakukan meskipun instruksidiberikan dalam bahasa asing, mereka memberikan perhatian penuh pada penjelasanyang diberikan karena mereka tidak ingin ketinggalan gerakan-gerakan yang mereka inginlakukan, dan segala sesuatunya menjadi mudah manakala mereka melakukannya sambilbersenang-senang dan bergembira berkumpul bermain bersama yang lain.Kata kunci: bernyanyi, bermain, Super Camp 2017, SDN Desa Pantai Bahagia 02ABSTRACTThere are many ways for children to learn, one of them is through playing andsinging. No matter what subject they learn, this method can be identified as the most effectiveway as well as fun. Since playing and singing is a part of their life, a childhood life, the dynamicof learning is appropriate to develop their mind through laughter and cheers. They shouldnot worry about memorizing any rules of grammar, any complicated vocabularies; they canforget the hardship surrounding them, all they need to do is just to come along by repeating,imitating, and making some moves while singing. There are more than fifty students of primaryschool, SDN 02, Desa Pantai Bahagia, Muara Gembong, the location of Unpad’s SuperCamp2017 join the activity, the introduction of foreign language and culture. The introduction tosome foreign languages and cultures through playing and singing which is given as a partof Universitas Padjadjaran’s community service, ‘Pengabdian Kepada Masyarakat’, showspositive effects; the children participate fully as they feel like they are not studying but264 | METAHUMANIORA, Vol. 7, Nomor 2 September 2017: 263—272Erlina, 2Yuyu Yohana Risagarniwa, 3Taufik Amperaplaying, they understand what to do though the instruction is in foreign languages, they payattention to the explanation as they do not want to miss the move they want to do. Andanything becomes easy when they are having fun and happy gathering together with others.Keywords: singing, playing, SuperCamp 2017, SDN Desa Pantai Bahagia 02

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Mengenal Bahasa dan Budaya Asing dengan Bernyanyi dan Bermain Bersama Siswa SDN Desa Pantai Bahagia 02 Muara Gembong

Metahumaniora ◽

10.24198/metahumaniora.v7i2.18836 ◽

2017 ◽

Vol 7 (2) ◽

pp. 145

Author(s):

Erlina Erlina

Keyword(s):

Foreign Language ◽

Community Service ◽

Foreign Languages ◽

Language And Culture ◽

To Come

ABSTRAKAda banyak cara bagi anak-anak untuk belajar, salah satu diantaranya melalui bermaindan bernyanyi. Apapun yang mereka pelajari, metode ini dapat dianggap sebagai metode yangpaling efektif sekaligus menyenangkan. Karena bermain dan bernyanyi adalah bagian darikehidupan anak-anak, masa kanak-kanak, dinamika belajar ini sesuai untuk mengembangkandaya pikir anak-anak melalui tawa ria. Tak ada yang harus mereka khawatirkan, tak perlumenghapalkan aturan-aturan dalam tatabahasa, tak harus menghapalkan kosa kata yangrumit; mereka dapat melupakan semua kesulitan yang dapat membayangi keceriaanmereka tersebut, yang perlu mereka lakukan hanyalah untuk bergabung bersama dengananak-anak lain untuk mengulangi syair-syair yang dinyanyikan, mengikuti gerakan-gerakanyang dicontohkan sambil bernyanyi riang. Ada lebih dari lima puluh siswa sekolah dasar,dari SDN 02, Desa Pantai Bahagia, Muara Gembong, turut berpartisipasi di lokasi tempatpelaksanaan Pengabdian Kepada Masyarakat se Universitas Padjadjaran SuperCamp 2017untuk mengikuti pengenalan bahasa dan budaya asing. Pengenalan bahasa dan budaya asingmelalui bermain dan bernyanyi ini sebagai bagian dari wujud nyata pengabdian masyarakatFakultas Ilmu Budaya Universitas Padjadjaran memperlihatkan efek-efek yang positif;anak-anak berpartisipasi penuh karena mereka menganggap mereka tidak sedang belajartapi sedang bermain, mereka paham apa yang harus mereka lakukan meskipun instruksidiberikan dalam bahasa asing, mereka memberikan perhatian penuh pada penjelasanyang diberikan karena mereka tidak ingin ketinggalan gerakan-gerakan yang mereka inginlakukan, dan segala sesuatunya menjadi mudah manakala mereka melakukannya sambilbersenang-senang dan bergembira berkumpul bermain bersama yang lain.Kata kunci: bernyanyi, bermain, Super Camp 2017, SDN Desa Pantai Bahagia 02ABSTRACTThere are many ways for children to learn, one of them is through playing andsinging. No matter what subject they learn, this method can be identified as the most effectiveway as well as fun. Since playing and singing is a part of their life, a childhood life, the dynamicof learning is appropriate to develop their mind through laughter and cheers. They shouldnot worry about memorizing any rules of grammar, any complicated vocabularies; they canforget the hardship surrounding them, all they need to do is just to come along by repeating,imitating, and making some moves while singing. There are more than fifty students of primaryschool, SDN 02, Desa Pantai Bahagia, Muara Gembong, the location of Unpad’s SuperCamp2017 join the activity, the introduction of foreign language and culture. The introduction tosome foreign languages and cultures through playing and singing which is given as a partof Universitas Padjadjaran’s community service, ‘Pengabdian Kepada Masyarakat’, showspositive effects; the children participate fully as they feel like they are not studying but264 | METAHUMANIORA, Vol. 7, Nomor 2 September 2017: 263—272Erlina, 2Yuyu Yohana Risagarniwa, 3Taufik Amperaplaying, they understand what to do though the instruction is in foreign languages, they payattention to the explanation as they do not want to miss the move they want to do. Andanything becomes easy when they are having fun and happy gathering together with others.Keywords: singing, playing, SuperCamp 2017, SDN Desa Pantai Bahagia 02

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Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures

AI Magazine ◽

10.1609/aimag.v30i2.2240 ◽

2009 ◽

Vol 30 (2) ◽

pp. 72 ◽

Cited By ~ 45

Author(s):

W. Lewis Johnson ◽

Andre Valente

Keyword(s):

Artificial Intelligence ◽

Foreign Language ◽

Evaluation Studies ◽

Training System ◽

Foreign Languages ◽

Communicative Skills ◽

Language And Culture ◽

Learner Performance ◽

Training Systems ◽

Run Time

The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures. More than 40,000 learners worldwide have used TLCTS courses. TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.

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