Kira prigozhina intercultural dimensions of teaching and learning in an lsp course

Page 1

22 and 23 September 2011 Celje, Slovenia

Intercultural Dimensions of Teaching and Learning in an LSP Course K.B. Prigozhina 1

Plekhanov Russian University of Economics/ Department of Foreign Languages, Moscow, Russia 2 Moscow State Linguistic University/Department of Linguodidactics, Moscow, Russia

Abstract — in today’s world an increasing number of companies are faced with intercultural challenges due to economic globalization and the opening of new markets. Professionals in a global business environment deal with different values, behavioural norms, and ways of perceiving reality as they are involved in intercultural communication with partners. Consequently, intercultural competencies have become important for a larger number of people in business than ever before. As diversity of cultural values is penetrating into and influencing business and professional intercultural communication, intercultural dimensions are being introduced

instruction and culture teaching. These links have been transformed and modified since the early Latin and Greek language learning period into the main aim of foreign language teaching today – to develop learners’ ability to “communicate with each other across linguistic and cultural boundaries” [1]. Teaching communication without introducing cultural dimensions might therefore only be enough for “survival and routine transactions” [2]. Meanwhile, successful communication presupposes a certain level of cultural awareness, as well as willingness to accept, understand, and tolerate cultural diversities we encounter. We may conclude that the main aim of foreign language teaching today is to develop students’ ability to communicate effectively and appropriately in different situations, while introducing cultural dimensions into the language course is aimed at facilitating intercultural communication and understanding, making the process more efficient and successful. Moving on to defining components of intercultural dimensions in teaching processes and ways of introducing the dimensions in an LSP course, it appears necessary to give a brief overview of culture as a phenomenon and a term. Culture is seen by many scientists as a very broad concept embracing all aspects of human life. Reference [3] gives what is now considered a classic definition of culture: “Culture … is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society”.1 Regarding language teaching and learning, culture begins when you realize you have language problems, and these problems are related to who you are [4]. This definition clearly states the necessity of integrating intercultural dimensions in the language learning processes. Knowledge of language as a communication tool alone does not help to avoid communication problems caused by cultural bias and misunderstanding.

into teaching process in an LSP course. In order to prepare

II. RAL

students to become effective in the multiple cultural contexts they will face, it is necessary for teaching professionals to identify, clarify, and find the most effective ways to integrate culture and its dimensions into the context of LSP course. As far as any LSP course is rather straightforward and aimed at satisfying clearly defined and exact needs of students, educational purpose is presumed to be quite transparent, with clearly structured course program. Special attention of an LSP course is to be paid first of all to raising cultural awareness of students. Following this, structuring and comparing culture concept frames, which will further determine the choice and flexibility of behavioural strategies. Index Terms — culture concept frame, intercultural dimensions, intercultural competence, LSP course.

I.

INTRODUCTI ON

If given a thorough analysis, the history of language teaching reveals evidence of links between language

INTERCULTU DIMENSIONS – WHAT EXACTLY WE TEACH

Culture is dynamic and there are many interesting identities and experiences that influence an individual’s culture. Each culture consists of implicit and explicit components. Explicit layer includes man-made material objects, rituals and etiquette, art, symbols, practices and habits, behaviour. Implicit layer has norms, values and preferences, beliefs, assumptions. Culture can be studied from two different perspectives: by people who live in this culture (“insider perspective”) or by those who encounter it through language learning (“outsider perspective”). 2 Intercultural communication is influenced mainly by implicit culture layer though perceived from “outsider perspective”. Culture is generally learned by perception. Interaction between cultures presupposes thorough comparison and analysis of implicit components from both “insider” and “outsider perspectives” so that the participants can perceive with tolerance, fully understand and accurately interpret the meaning conveyed verbally and non-verbally across cultures. This means that it is implicit 1

Cited in the New Encyclopedia Britannica, 1991, p. 874 S. Bassnett (ed.), “Studying British Cultures: An Introduction”, London: Routledge, 1997, xviii. 2

The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/

1


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.
Kira prigozhina intercultural dimensions of teaching and learning in an lsp course by kira prigozhina - Issuu