Introduction: Context and Culture in Language Teaching and Learning

Byram, Mike; Grundy, Peter

doi:10.21832/9781853596728-001

Cited by 26 publications

(33 citation statements)

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“…In recent years, the fundamental role of context, which may be both social and ecological, has been increasingly recognized for its key effect on language learning [12,36,57,83,97,113]. These researchers drew attention to the dynamic relationship between individual differences and learning situation, pointing out that learners may need to adapt not only according to their own characteristics but according to changes in their environment.…”

Section: Socio-ecological Contextmentioning

confidence: 99%

Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

Griffiths

Soruç

2021

English Teaching & Learning

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This article begins by outlining the development of the individual difference concept, considering what should be included as an individual difference, and suggesting a definition. The authors then suggest 11 individual differences which occur regularly in the literature and which they have found to be salient features in their own classrooms. A brief overview of these 11 factors is provided, along with theoretical perspectives relevant to the individual differences issue. The article concludes with a small-scale investigation of teachers’ perspectives of the importance of individual differences in language learning. According to the results, teachers consider motivation and strategy use the most important variables, but that all 11 factors are at least somewhat important. This conclusion emphasizes the need for a holistic view of these complex/dynamic, socio-ecologically influenced phenomena.

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Section: Socio-ecological Contextmentioning

confidence: 99%

Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

Griffiths

Soruç

2021

English Teaching & Learning

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“…Rather, it can be accelerated and developed by the cultural and educational context where the language learning takes place (Strauss & Quinn's, 1997) The findings of this study are also in line with a number of additional research studies reviewed in Chapter 2 where they have mainly established that the role of culture need to be emphasized in language learning process. Therefore, culture has been considered as important to maintain successful language learning (Byram & Morgan, 1994;Williams, 1983;Wong, 2007;Wright, 1999). Based on that, the learners need to get familiar with culture of the language they intend to learn in order to find harmony and identification while involving in communication contexts.…”

Section: Social and Cultural Intensities Towards English And Impact O...mentioning

confidence: 99%

The Influence of Attitudes, Selves and Culture in Motivating Kurdish Learners to Learn English

Sana¹

2020

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This study presents an investigation of motivation of Kurdish learners to learn English language. The aim is to examine the influence of selves, attitudes, and culture on learners' instrumental and integrative motivation towards learning English. It also intends to study the way that the selected variables, namely Attitudes towards English language, , Ideal L2 self, Ought to l2 self, Interest in the L2 culture, Interest in the L2 community, Instrumental motivation and Integrative motivation, influence English language learning among the learners in the foreign context of Kurdistan. The study can be considered novel in ways that no previous studies have been attempted to investigate the motivation of Kurdish students so far in relation to the effects of the considered variables on their English language learning. Data for the study was obtained from three language service centres in a large city in Kurdistan Region, and both quantitative and qualitative approaches were employed with a total number of 180 survey participants and a total of 12 interview participants. The questionnaire was designed to explore learners' self-orientations and attitudes towards English and how they are inspiring learners to learn the language. The learners' interest

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“…Siempre que se enseña una lengua extranjera, en este caso el inglés, es imprescindible incluir en nuestra programación algunos aspectos socioculturales de los países donde se hable esa lengua, aspectos a los que, por lo general, no se les presta demasiada atención. Numerosos profesores e investigadores como Stern (1992), Byram (2003), Arabski y Wojtaszek (2011) o De Mingo (2016), entre otros, han destacado la estrecha relación existente entre lengua y cultura y la necesidad de integrar componentes culturales en la enseñanza de una lengua extranjera, ya que reporta numerosos beneficios para los estudiantes.…”

Section: Marco Teórico Y Metodologíaunclassified

El cine como herramienta didáctica para la inclusión del elemento cultural en la clase de inglés como lengua extranjera

Álvarez-Gil

Almeida

2020

RevEducLings

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En el presente estudio se realiza una propuesta didáctica para la introducción del componente cultural en la enseñanza del inglés como lengua extranjera utilizando el cine como herramienta didáctica. El uso de fragmentos de diferentes películas tendrá como resultado una clase más atractiva para los alumnos con una visión novedosa y diferente y, al mismo tiempo, promovemos el desarrollo de la capacidad investigadora del alumnado desde la etapa de educación obligatoria. En este estudio se realiza una propuesta metodológica donde, basándonos en el marco teórico presentado, se ofrecen algunos ejemplos de actividades basadas en el empleo del cine como principal herramienta de enseñanza.

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Introduction: Context and Culture in Language Teaching and Learning

Cited by 26 publications

References 0 publications

Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

The Influence of Attitudes, Selves and Culture in Motivating Kurdish Learners to Learn English

El cine como herramienta didáctica para la inclusión del elemento cultural en la clase de inglés como lengua extranjera

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