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

Abstract

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.

The Role of the French Language in facilitating Trade: A Case Study of Maje Border Town Markets

“…When people speak the same language, communication is facilitated and transactions are less complex and more transparent. In this context, language has the same effect as common culture, legal standards, or units of measurement: without them, it is still feasible to carry out mutually beneficial trade, but the process will usually be more expensive and the results become less certain (Nesmeyanov & Petrova, 2019). Due to the added complexity and greater likelihood of mistakes and misunderstandings that come with conducting business without a common language, there may be a cost rise that makes it impossible for profitable transactions to take place.…”

Students’ interests in discussion topics in culture learning class

“…It is often challenging to teach culture in a classroom setting. The challenge for instructors comes from the fact that "culture" is highly interdisciplinary, because of which the instructor of the class is required to have expertise in multiple fields including philosophy, geography, history, anthropology, and so forth (Hughes, 1986;Juarez, et al, 2006;Nesmeyanov & Petrova, 2019). In the current paper, the author reports an observation from a culture learning class in a university in Japan.…”

“…With students each having a different "set of values" or "frames of expectations", the class reported on in this paper attempted to initiate student learning from the differences offered by students themselves. Kramsch (1993) and Seelye (1984) maintain that the study of culture is reflected in three processes, which are (i) student research and "their own culture", (ii) the discovery of the interaction between language and culture, and (iii) the study of heuristics for analyzing and comparing cultures (as cited in Nesmeyanov & Petrova, 2019). Also, Rachmadtullah and Kusmaharti (2018) state that the process of enculturalization goes through the four pillars, which are (i) learning to know, (ii) learning to do, (iii) learning to live together, and (iv) learning to be.…”