Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence

Piasecka, Liliana

doi:10.1007/978-3-642-20201-8_3

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Bhabha, 1994;Duranti, 1997;Piasecka, 2011;Rubdy, 2009) now tend to see culture as dynamic, complex and multifaceted. Rubdy (2009) writes: "In a world which is in a constant flux, culture is no longer viewed as a fixed, unitary and bounded phenomenon, but as a fluid and flexible, interactive and interpretive tool for being and becoming."…”

Section: The Evolving Notion Of Culturementioning

confidence: 95%

Chapter 1. Culture and foreign language education: An introduction to the book

Chan¹,

Bhatt²,

Nagami³

et al. 2015

Culture and Foreign Language Education

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Section: The Evolving Notion Of Culturementioning

confidence: 95%

Chapter 1. Culture and foreign language education: An introduction to the book

Chan¹,

Bhatt²,

Nagami³

et al. 2015

Culture and Foreign Language Education

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“…The process of transmitting of culture inevitably attains with benefit of the language. Culture influences language, which in turn it affects on culture [9].…”

Section: № 2 2020mentioning

confidence: 99%

“…Piasecka (2011) has defined language as the necessary symbolic system which allows people to understand and express their own culture and also a culture of the others. Brown described culture and language like the integral parts of the whole; "Language is a part of a culture and culture is a part of the language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture" [9].…”

Section: № 2 2020mentioning

confidence: 99%

Culture as an impact on a language

Jafarzade¹

2020

Sci. Bull.

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This article covers what two concepts, such as language and culture have in common, and what the role of language is in the cultural practices. The theme is one of the great curiosity from the point of glance of the use of various types of lexicology. Most people have the same opinion that the culture and language are closely connected. Some of them also say that “culture is language” or “language is culture”. All expressions of the culture don`t require language, and also all aspects of the language aren`t culture-dependent. Сulture and language are so intertwined whereas one can`t survive without the other one. It is not possible to teach someone language without teaching the culture of the same language. Each word which is used in the communication process is an example of the values, beliefs and their origins. It is important to grow up with a various set of beliefs and values to understand the real connection between culture and language.

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“…Developing linguistic competence focuses on language as a code, while communicative competence results from interpreting the language as a communication system. Understanding language as a social practice has lead to the emergence of intercultural communicative competence (Scarino, 2010 as cited in Piasecka, 2011).…”

Section: Teacher Competence In Espmentioning

confidence: 99%

Qualifying Teachers’ of English for Specific Purposes to Meet the Global Challenges

Widiatmoko

Winardi

2018

ADJES

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As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students' English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents' education background and teaching experience.

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Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence

Cited by 8 publications

References 9 publications

Chapter 1. Culture and foreign language education: An introduction to the book

Chapter 1. Culture and foreign language education: An introduction to the book

Culture as an impact on a language

Qualifying Teachers’ of English for Specific Purposes to Meet the Global Challenges

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