| Term | Definition |
|---|
| pragmatics | what to use with whom, where, why |
| cultural experience | Any encounter between learners and another way of life |
| products | artifacts produced or adopted – environmental, tangible, written, language, music, religion, politics, economy.. |
| practices | full range of actions and interactions...forms of communication and self-expression, interpretations of time, space, and the context of communication, appropriateness and inappropriateness |
| perspectives | perceptions, beliefs, values, attitudes...often implicit, although sometimes explicit, - unique worldview |
| communities | social contexts – social club, sports team....these coexist with the national culture |
| persons | individuals– gender, race, religion, class – social club, sports team....these coexist with the national culture. |
| iceberg metaphor | to illustrate the two dimensions of cultural perspective. Explicit culture is on the surface, and tacit culture is all that is beneath the water, out of sight. |
| big "C" | (Halversons)-formal –institutions, history, lit, arts... |
| little "c" | (Halversons)-daily life, housing, clothing, food, tools, transportation,..patterns of behavior. Page 48 |
| Moran's viewpoint on culture | "Culture is a dynamic, living phenomenon practiced daily by real people, together or alone, as they go about their shared way of life, living and creating their history or civilization. When you cross the border from your way of life into theirs, your challenges become communicating, building relationships, and accomplishing tasks in their language using their set of rules. To achieve these ends you have to manage your language, actions, emotions, beliefs, and values through trial and error – through experience." |
| Hymes intruduced this idea | (1966)introduced the idea of communicative competence |
| illocutionary act | using a sentence to perform a function, that is to say, to have an effect on the reader or the listener. For example, Shoot the snake may be intended as an order or piece of advice." (Richards, Platt & Platt 1992). See Searle |
| sociopragmatic ability | One component of pragmatic competence. Knowing that social context factors influence which strategies and forms to choose; being able to identify the elements of the social context (status relationship between the interlocutors; degree of formality of the situation) and knowing which linguistic forms are appropriate to this context. |
| Why teach culture? | help students develop a sensitivity to cultural differences (which does not come naturally), and to make connections. "Learners need conscious learnign strategies to help them understand and enter other ways of life and, in the process, recovnize the role of their own cultural conditioning. |
| Moran's 4 kinds of culture learning | knowing about, knowing how, knowing why, knowing oneself |
| knowing about | cultural information - facts, data or knowledge about products, practices and perspectives of the culture. Includes the tangible and the intangible and are organized in physical places. |
| knowing how | cultural pratices - behaviors, actions, skills, saying, touching, looking or other forms of "doing". Students don't describe - they do. Involves notions of appropriateness and inappropriateness. |
| knowing why | cultural perspectives - the perceptions, beliefs, calues and attitudes that underlie or permeate all aspects of the culture. Provide meaning and constitute a unique outlook or orientation toward life - a worldview. |
| knowing oneself | self-awareness - concerns individual learners - their values, opinions, feelings, questions, reactions, thoughts, ideas and hteir own cultural values as a central part of the cultural experience. |
| the culture experiential cycle | participation (knowing how) -> description (knowing about) -> interpretation (knowing why) -> response (knowing oneself) |
| communities | specific social contexts, circumstances and groups in which members carry out cultural practices. These communities coexist within the national culture and are in particular relationships with one another. |
| persons | individual members who embody the culture and its communities in unique ways. Culture is thus both individual and collective - psychological and social. |
| language is... | a window to the culture (Moran). To practice the culture, we need language. |
| emic perspectives | those articulated by members of the culture to explain themselves and their culture |
| etic perspectives | those of outsiders to the culture who use their own criteria to explain the others' culture |
| functionist view of culture | broad view of culture, using the nation as the focal point. It assumes a national way of life. |
| interpretive view of culture | locally based view of culture, assumes that cultural meanings or perspectives are defined by the members of the culture in the circumstances in which they find themselves. |
| conflict view of culture | view that does not assume harmonious relationships among communities. It assumes that these groups are in cimpetition or conflict with one another, vying for influence, power, or control. perceives power as the central feature and views culture as a place where struggles for power among communities are played out. |
| culture learning outcomes | 1) culture-specific understanding 2) culture-general understanding 3) competence 4) adaptation 5) social change 6) identity |
| views of competence (5) | 1) language proficiency 2) communicative competence 3) Cultural competence 4) intercultural competence 5) intercultural communicative competence |
| Omaggio-Hadley | (1993)language proficiency. ACTFL. developing fluency and accuracy in L2 in listening, speaking, reading and writing. |
| communicative competence | Canal & Swain (1980), Savignon (1983). Developing language abilities for effective and appropriate communication within cultural contexts of the target language-and-culture - includes grammatical, sociolinguistic, discourse, strategic. |
| cultural competence | Steel & Suozzo (1994). developing the ability to act appropriately in the target culture. Gestures, body movements, action sequences such as nonverbal greetings, table manners, manipulation of cultural products. |
| intercultural competence | Developing the ability to interact effectively and appropriately in intercultural situations, regardless of the cultures involved. |
| modes of cultural adaptation | separation, assimilation, integration, marginalization |
| separation | culture leaners choose to retain their original culture and language and at the same time avoid interaction with other groups in the target culture |
| assimilation | learners do nto want ot keep a distinct cultural identity or retain their cultural heritage but rather seek to establish and maintain relationships with other groups in the target culture. Learners give up or lose many aspects of their original culture. |
| integration | learners seek to maintain their original culture and language and also to maintain daily interactions with other groups in the target culture. |
| marginalization | learners show little interest in maintaining cultural ties with the dominant groups in either the target culture or their culture of originin. |
| Crawford-Langue, Langue -quote | (1985) "To study language without studying the culture of native speakers of the language is a lifeless endeavor" / An information-only culture-learning strategy may actually establish stereotypes. Ss are taught about culture, but not about how to interact with culture. |
| Crawford-Langue, Langue | (1985) 8 stages of integrative process . 1) identify a cultural theme 2) presentation of cultural phenomenon 3) dialogue (targe/native cultures) 4) transition to language learning 5) language learning 6) verification of perceptions (target/native) 7) cultural awareness 8) evaluation of language and cultural proficiency |
| Vicki Galloway | (1992)form/function. form= the outward expression or manifestation (manifestations, realizations, operations) function= meaning, purpose or need (form= car meaning=transport/independence, etc) |
| experience of conflict | According to Vicki Galloway, this stage is necessary to move from tourist-level detachment to the second stage of awareness. She advocates for authentic texts. "Cultures are believeable only when analyzed through the frame of reference of those who created them". Our way of seeing is also our way of not seeing. |
| Galloway (steps to teaching culture) | 1) thinking (bring to the fire their own C1 framework) 2) looking at form (form questions, make predictions) 3) learning (draw inferences from the text - sorting, weighing) 4) integrating = examine initial predictions - hypothesize with caution (Chamot says these strategies should not only be used, but should be explicitely labeled. |
| transfer of pragmatics | (whether positive or negative) it is always based on the assumption that things are the same in the C1 and the C2. |
| Claire Kramsch | (1980s) Cultural Discourse of Foreign Language Textbooks - |
| Bennett, Bennett and Allen | (1990s) It is our contention that by sequencing subjective culture (little c) topics in the language classroom, teachers can parallel the learners language and cultural learning |
| speech event | Dell Hymes (1970s) - shared rules of speaking and interpretation of speech performance and shared sociocultural understandings and presuppositions with regard to speech -sentence-level meaning is not enough (this was during audio-lingual method) when there is a text and a context |
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