Benefits of Teaching Culture and Language

Benefits of Teaching horti farming and LanguageDefinition of coating polish (from the Latin cutura stemming from colre consequence to cultivate) gener eachy refers to patterns of human activity and the symbolic structures that give such activities signifi dealce. Farhang, meaning purification, has al slipway been the focal point of Iranian civilization. Values (the ideas about what in life seems important), norms (expectations of how deal will answer in heterogeneous situations), institutions (the structure of a confederation), and arti occurrences (things or aspects of material glossiness, which hail from values and norms) ar four components of coating (Wikipedia, 2009).The burnish of a lot refers to all aspects of sh atomic number 18d life in community. Children growing up in a social group learn ways of doing things, ways of expressing themselves, ways of looking at things, what things they should value and what things they should despise or avoid, what is expected of them and what they may expect of others.We can define gloss from antithetic points of view. But the most customary definition of burnish among several scholars is what Haddley (2003) agree in his record book Teaching Language in Context. She tries to classify aspects of kitchen-gardening into both groups. The first group is the best in human life. This is what is called Big-C conclusion. literary works, music, art, and so forth fade into this category. The instant group is everything in human life. This is called the small-c culture. This category includes the way state eat, dress, and behaves in their society.The importance of renting cultureThere atomic number 18 many benefits that batch can obtain from studying culture. It is manipulationful for understanding the people of other cultures and besides ones own culture (Kitao, 1991). It can too help us to be more(prenominal) tolerant (Saz as cited in De Gordon, 2007). Dominant thoughts in the societies durin g the history, the way people look at the world, living manners and different forms of socializing, enculturation and like that lead us to a better understanding and appreciation of economic affairs. According to various developments in the world we can say that although the content and form of culture may change, it never fade away. (Pahlavan, 2003). last has been studied under different sciences and fields of study and this can show the importance of culture by dealing with this phenomenon.Culture and expressionIn this sectionalisation we will get it on to a wider ara and look at the culture with respect to the resemblance it may have to the theory of nomenclature. As usual in this section we will divide these relationships into different sections according to what different scholars believe. There are three kinds of relationship determined between culture and lyric poem.The structure of a language determines the way in which speakers of that language view the world.The c ulture of a people finds reflection in the language they employ. Cultural requirements certainly make for how a language used and perhaps determines why item bits and pieces are the way they are.A neutral there is little or no relationship between language and culture (Wardaugh, 1993)Culture and L2/FL Teaching and accomplishmentAlthough near teachers think that the infix of culture in current writings is relative recent, a review of the L2/FL literature shows that this is cl early on not the case. The early ages were the cartridge clip people learned an L2/FL for the shoot for of chooseing and studying its literature. Literature is categorized as the gamey culture or the best in human life (brook, 1975, as cited in Haddley 2003, p.361). The next stage of concerning with culture is the era of Audio-lingual. This is the era of communication finishs in language teaching and the time the emphasis is on the little c culture.In 1970s, the communicatory competence replaced the a udio-lingual method. In this new paradigm a more natural integration of language and culture takes place through a communicatory tone-beginning than a more grammatically base approach (Lessard-Clouston, 1997).Why teach cultureIn the previous section we adage that the relationship between language and culture is undeni fitted. Despite this certain fact we should think of the implication of this reality in a real situation. Therefore, we rescind some other question regarding the importance of teaching culture and why a teacher should teach culture in the classroom. In order to to the full learn a overseas language, an individual needs to understand the culture that goes along with it. What follow are some of the reasons for teaching culture in the classroom.Giving the students a reason to study the target language.Help in teaching grammar relating abstract sounds and forms of a language to real places and people.In achieving high motivation, culture classes does have a great role because learners like ethnicly based activities such as singing, dancing, role playing, doing research on countries and people, etc.It gives learners a liking for the native speakers of the target language.Culture studies have a humanizing and a motivating effect on the language learner and the encyclopaedism process. They help learners observe similarities and differences among various heathen groups.Teaching culture (intercultural accomplishment) numerous people have shown their own contribution to the issue of relation between culture and L2/FL learning as well as the role of culture in learning/teaching a language in the classroom. approximately every book in the area of language learning has a chapter in teaching culture.Chastain (1987) maintains that language is used to convey meaning, but meaning is determined by culture. One of the major hurdles to the successful execution of instrument of culture goals in language classes revolves around attitudes.Brown (2000) also h as some points in this area It is apparent that culture as an integrated put in of behaviors and modes of perception, becomes highly important in the learning of an L2. The two are elaborately interwoven so that one cannot separate the two without losing the significance of any language or culture.Dimitrios Thanasoulas (2001) says that the teaching of culture should become an integral split of foreign language instruction. Culture should be our message to students and language our medium. Teachers should present students with a true picture or representation of another culture and language.Baker (2003) believes that culture has become an increasingly integrated component of slope language teaching in recent years. He argues that the root of combine culture in language learning processes come from the theory of communicatory competence delivered by Hymes (1972, as cited in Haddley, 2000, pp.3-5). In this theory communicative competence involves an understanding of the norms o f social interaction of one socio-cultural community. This purpose of communicative competence is called intercultural communicative competence. Central to the notion of intercultural communicative competence is cultural aware(p)ness.Culture and language teaching methodsFrom the early stages of teaching language a lot of methods have been discovered by methodologists and researchers with different points of view towards second language teaching and learning. Ill investigate several methodologies and their approach to culture and its relationship with language teaching and learning.Grammar-translation method a ingrained purpose of learning a foreign language is to be able to read its literature.Direct method culture consists of more than the fine arts (students study cultural values).Audio-lingual method culture consists of the everyday behavior and life style of the target language speakers. Language cannot be separated from culture.Silent management method they believe that cu lture, as reflected in students unique world view, is native from their language.Suggestopedia it says that the culture which students learn concerns the everyday life of people who speak the language. The use of fine arts (music, art and drama) enables suggestions to reach the subconscious.Community language learning it believes in integrating the culture with language.Total Physical Response says that culture is the life style of people who speak the target language natively.In Communicative Language Teaching culture is the life style of people who use the language natively.The cultural-communicative learning paradigm learning a language is learning a culture.Intercultural competenceIntercultural competence is an enormously popular concept nowadays, its content being discussed in a great variety of contexts. It is not possible to arrive at one particular definition of the concept it is always contextually determined, colored by the latest discourses on competence, culture, commu nication, language, etc (Risager, 2000). aspect for a comprehensive definition of this phrase, we encounter a lot of different ideas and various definitions. By Alvino E. Fantini (1997) a basic definition of intercultural competence includesThe fundamental acceptance of people who are different to oneself outside ones own culture.The ability to interact with them in a genuinely positive manner which is free of negative attitude (e.g. prejudice, defensiveness, apathy, aggression etc.)The ability to bring into being a synthesis, something which is neither mine nor yours, but which is new and would not have been possible had we not combined our different background and approaches (www.kwintessential.co.uk, 2009).Penn State (2009) has also A simple definition the abilities to perform effectively and appropriately with members of another language-culture background on their terms. And finally, In essence intercultural competence can be summed up as the ability to work well across cultu res.Culture in Foreign Language CurriculumA major goal of foreign language instruction is to increase students literacy in languages other than their own, thereby also increasing literacy in that culture. The concept of literacy encompasses the students ability to read with understanding, to make unnecessary with clarity and accuracy, to understand what is heard, and to speak comprehensibly with accurate grammar and pronunciation. To communicate successfully in another language, students develop facility, with the language, familiarity with the culture that use the language, and awareness of the ways in which language and culture interact in society. Reaching this point is interchange to developing literacy in any language.Two aspects of culture appropriate to be included in the foreign language curriculum are first, the societys production of art, music, and literature, and second, the social conventions of that societys members.Culture in the classroomNow it is the time to come to the classroom and investigate culture related to the requirements of the class Foreign Language Teachers and Foreign Language Learners.Culture and language teachersTraditionally, language teachers have listed culture as one of the tail fin principal objectives of second language study. Attaching the same value to culture as to each of the four language skills is no surprise because of its importance in the development of global awareness and international understanding, in being able to function in the second language society, and in stimulating and maintaining students interests and motivation. The base goal and dominant focus of attention in most classes continues to be language, to the detriment of achieving desirable cultural objectives.As conclusion to this, the teacher ought to be able to describe and assess his or her own intercultural competence. A foreign language teacher should be able toUnderstand the contributions and lifestyles of the various cultural groupsRecogniz e and deal with dehumanizing biases, discrimination, and prejudicesCreate learning environments that contribute to the self-esteem of all persons and all positive interpersonal relationsRespect human form and personal rights (Lafayette, 1979, p. 132).Some authors do recommend placing the greater emphasis on culture. What these authors are advocating is an organized, systematic presentation of the major characteristics of the second language culture that will lead students to an understanding and an appreciation of the culture.In many regards, culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguistic forms being studied.It is important for a language teacher as an influential figure in the class to be interculturally aware and responsive. Teachers should be aware of and sens itive to the cultural differences (Valdes, 1986), and its influences on students growth and learning. They should also be aware of their own cultural values and beliefs (Wang, 2006).Culture and language learnersOne of the principal reasons for stressing culture in language classes has to do with the students. They are extremely interested in the people who speak the language they are studying (Chastain, 1987).A program which seeks to develop systematic progress in cultural understanding side by side with growing bidding of the language will ensure that the language learners are able to communicate with the speakers of the language in the fullest sense of the word.Intercultural contact is both a center and an end in second language studies. It is impossible to identify the specific ethnic and cultural groups that represent native speakers of the language. As a result, in order to investigate the role of the intercultural contact in foreign language learning environments, we first n eed to explore what kind of contact students of foreign languages have with home and how frequently, what attitudes they display and how they see the role of contact in language learning. It appears that favorable contact leads to the discovery of cultural similarity and of our common humanity. Then, contact will improve attitudes (Piage R. M., et al., 1998).