Express your opinion on the following questions.

1. What is the comprehensible input?

2. What is the best way to learn the language?

3. What is the most important: what is said or how it is said?

4. Does speaking mean the same as communication?

 

COMMUNICATION

Conduct a survey.

What difficulties do learners from the Republic of Kazakhstan have in learning a foreign language? Classify these difficulties and prepare a report outlining the main results.

Discuss the following questions.

1. Could you give any examples of the language structures to provide the evidence for the statement that different languages say things in different ways?

2. What do you know aboutsecond language acquisition (SLA) theories and perspectives (e.g. cognitive, social, and psychological)?

 

AN ANALYTICAL ESSAY
1 Read the article ‘Theories and Research of Second Language Acquisition’ by Susan Malone and be ready to discuss the author’s point of view.

[67] Malone S. Theories and Research of Second Language Acquisition. Bangkok, 2012.

2 Read the text again and create a comparative chart of the text, outlining the following:

1. A timeline of the second language acquisition (SLA) theories, methods, hypothesis.
2. Representative second language theories (Behaviorism, Language Acquisition Device (LAD), Information Processing, Social Interaction and Sociocultural Theories).
3. Representative second language methods.

3 Write an analytical essay (300-350 words), focusing on the following:

1. The existing ideas of second language acquisition.
2. The evaluation of some ideas provided in the text.
3. Your opinion on the topic under consideration.

4 Use the ‘Critical Reading and Writing Assignment Grid’ to create your response. Consult the ‘Writing Bank’ section.

Foreign Language Teacher’s Meaningful Lingua-Cultural Competences

LEAD-IN

Generate ideas on the following issue.

If you were to create the ‘Foreign Language Teacher Competency Model’, what competences, knowledge, skills, abilities, and qualities would you consider important?

Put your ideas on the mind map and perform it in class.

INFORMATION-ACCUMULATION: READING

Before you read the excerpt from the article, answer the following questions.

1. What is ‘competence’?
2. What competences do you know?
3. What is the difference between ‘competence’ and ‘competency’?
4. What does the concept of the ‘Competency Model of the Specialist’ (e.g. Foreign Language Teacher) imply?

Read the text and comment on its title.

The Role of Intercultural Competence in Foreign Language Teaching

One of the most significant changes in language learning and teaching over the past few decades has been the recognition of the cultural dimension as a key component. This change has transformed the nature of the experience of teaching and learning languages to a great extent. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language, which refers to a person’s ability to act in a foreign language in linguistically, socio-linguistically and pragmatically appropriate ways (Council of Europe, 2001). Rather, it is defined in terms of the intercultural competence, which is “the ability of a person to behave adequately in a flexible manner when confronted with actions, attitudes and expectations of representatives of foreign cultures” (Meyer, 1991, p. 138). This definition, in fact, adds to the notion of communicative competence and enlarges it to incorporate intercultural competence. As stated by Byram (1997) the success of interaction implies not only an effective interchange of information, as was the goal of communicative language teaching, but also the “the ability to decentre and take up the other’s perspective on their own culture, anticipating and where possible, resolving dysfunctions in communication and behavior ” (p. 42).

The intercultural dimension in the teaching of foreign languages has become a special concern for teachers and researchers. This change in focus in the conceptualization of the foreign language learners entails a change in the expectations voiced towards foreign language teachers. Teachers are now expected not only to teach the foreign linguistic code but also to “contextualize that code against the socio-cultural background associated with the foreign language and to promote the acquisitions of intercultural communicative сompetence” (Castro, 1999, p.92). The teacher is expected to mediate between the native language and target language culture(s) to help learners achieve the above mentioned goals (Byram & Risager, 1999; Edelhoff, 1993). Thus, to support the intercultural learning process, foreign language teachers need additional knowledge, attitudes, competencies and skills. They need to be acquainted with basic insights from cultural anthropology, culture learning theory and intercultural communication and need to be willing to teach intercultural competence and know how to do so (Edelhoff, 1993; Willems, 2002).

[68] Atay D., et al. The Role of Intercultural Competence in Foreign Language Teaching, 2009

A communicative competence B intercultural competence C intercultural communicative competence

3 Read the excerpt and answer the question.

• Which concept does the following refer to?

1. a person’s ability to mediate between the nativelanguage and target language culture (s)

2. a person’s ability to contextualize the foreign linguistic code against the socio-cultural background associated with the foreign language

3. a person’s ability to take up the other’s perspective on their culture

4. a person’s ability of an effective interchange of information

5. a person’s ability to behave adequately in a flexible manner with representatives of other cultures

6. a person’s ability to act in a foreign language in linguistically, socio-linguistically and pragmatically appropriate ways.

Read the text and explain the concepts.

1. What is a ‘linguistic code’?
2. What is the ‘cultural dimension’?
3. What is the ‘conceptualization of the foreign language’?
4. What scientific fields should Foreign Language Teachers have knowledge from?

 

COMMUNICATION

Talk to your partner about the following issues.

1. What does success of intercultural interaction depend on?
2. Would you suggest ways of teaching intercultural competence?

 

CONCEPT STUDY

Read the excerpt from the article and note down the key words that best fit each space, there is an example at the beginning.

Definition of Culture Learning

‘Intercultural language (0) learning has become an important focus of language education. It (1) ……………….. resulted from “an (2) …………….. and understanding of the links between language and culture as (3) …………….. as an understanding of how communication works (4) ……………….. cultures” (Crozet & Liddicoat, 2000, p. 1). In IcLL, language, culture and learning are fundamentally (5) ……………… into a single educative approach (Liddicoat et al., 2003). From this (6) ……………….., culture learning is defined as the process of (7) …………….. the culture-specific and culture-general knowledge, skills, attitudes (8) ………………. for effective communication and interaction (9) ………………. individuals from other cultures. It is a dynamic, developmental, and ongoing process (10) ……………….. engages the learner cognitively, (11) ………………….., and affectively (Paige, Jorstad, Siaya, Klein, & Colby, 2003, p. 177). [69]

Word formation: Read the other extract from the article and using the word given, form a word that fits in the space in the same line.

Dynamic View of Culture

The dynamic nature of culture is (0) emphasized in IcLL. This view of culture contrasts with a static one. The static view of culture does not (1) …………………. the link between language and culture (Liddicoat, 2002). It (2) ………… transmits cultural information to learners and ignores the (3) …………… developing nature of culture. On the contrast, the dynamic view of culture requires learners to (4) …………. engage in culture learning, rather than only learn about the cultural (5) ……............... of the target culture in a passive way. They are (6) …………… to view cultural facts as situated in time and space and a variety across time, regions, classes and (7) ………….. (Crawford & McLaren, 2003). The dynamic view of culture also requires learners to have knowledge of their own culture and an (8) ………………. of their own culturally-shaped (9) ………………..

EMPHASIS RECOGNITION MERE CONSTANT ACTIVITY INFORM ENCOURAGEMENT GENERATE UNDERSTAND BEHAVE

[68]

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