Analytic primacy is not language
per se, but the ways in which
language is used in the
accomplishment of social life.
LINGUISTICS
Intedisciplinary
Cultural Psychology
Communication
Social Theory
Antropology
Philosophy
In our individual uses
of our linguistic
resources we
accomplish two
actions
simultaneously.
We create their
typical –
historical –
contexts of use.
We position
ourselves in
relation to these
contexts.
UTTERANCES
A sociocultural
perspective on human
action locates the
essence of social life in
communication.
As the structures of our linguistic
resources emerge from their
real-world uses, so do their
meanings, shaped by myriad cultural,
historical and institutional forces.
The notion of culture has
always been considered
an important concept in
applied linguistics.
Language is at the same time a
repository of culture and a tool
by which culture is created.
UNIT 2
Foreign language
learning is comprised of
several components:
Grammatical
competence
Communicative
competence
Language
proficiency
A change in
attitudes towards
one’s own or
another culture.
Foreign language
learning is foreign
culture learning
The process of
becoming a competent
member of society is
realized through
exchanges of language
in particular social
situations
1. Every society orchestrates
the ways in which children
participate in
2. Particular situations, and
this, in turn, affects the form,
the function and
3. The content of children’s
utterances;
4. Caregivers’ primary concern is
not with grammatical input, but
with the
5. Transmission of
sociocultural knowledge;
6. The native learner, in addition
to language, acquires also the
7. Paralinguistic patterns
and the kinesics of his or
her culture.
Culture creates and solves problems. If,
within a specific culture, cows are looked
upon as sacred animals, or breaking a
mirror is assumed to bring bad luck.
Teaching culture has different
goals in order to help students
to
To develop an understanding of
the fact that all people exhibit
culturally-conditioned behaviours.
To develop an understanding that social
variables such as age, sex, social class,
and place of residence influence the ways
in which people speak and behave.
To become more aware of
conventional behaviour in
common situations in the target
culture.
To increase their awareness of the
cultural connotations of words and
phrases in the target language.
To develop the ability to evaluate and refine
generalizations about the target culture, in terms
of supporting evidence.
To develop the necessary skills to locate
and organize information about the
target culture.
To stimulate students’ intellectual curiosity
about the target culture.
To encourage empathy towards target's
culture people.