Culture in Language LearningHanne Leth Andersen, Karen Lund, Karen Risager Aarhus University Press, 2006 - 128 oldal Classical and modern foreign language studies no longer have a well-defined subject area, and language and culture can no longer be defined according to nations and national identities. New approaches are being developed with theoretical and methodological points of departure in new areas of research: for example, culture studies, anthropology, sociology, pragmatics and conversation analyses. The aim of modern language studies must therefore be redefined, and be more open for variation and diversity, both in culture and communication. The book discusses the relation between language and culture and is a direct result of the conference Culture in Language Learning, organised under the auspices of the Danish Language and Culture Network, which assembles researchers from language disciplines in Denmark. The aim is to examine how culture comes into the actual language code; into the use of language; and not least, into the learning and teaching of language. One of the book's main problematic areas thus concerns the learning and teaching of foreign and second languages in a globalised world where languages play a new role, both for the individual person, by virtue of internationalisation of education and work-life, and for cooperation across national borders. The articles elucidate these problematic points in relation to the historic development of foreign language disciplines, the meeting of language and culture, teaching traditions and language appropriation theories. |
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15. oldal
... discourse , i.e. , the cross - cultural dimension of discourse pragmatics and the misunderstandings or suc- cessful understandings brought about by the discursive management of language itself . Language teachers should teach non ...
... discourse , i.e. , the cross - cultural dimension of discourse pragmatics and the misunderstandings or suc- cessful understandings brought about by the discursive management of language itself . Language teachers should teach non ...
39. oldal
... DISCOURSE AND DOUBLE INTERTEXTUALITY Discourse , in the sense given to this term by critical discourse ana- lysts such as Fairclough 1992 , is content - oriented . It carries and forms themes , positions and perspectives . It is mainly ...
... DISCOURSE AND DOUBLE INTERTEXTUALITY Discourse , in the sense given to this term by critical discourse ana- lysts such as Fairclough 1992 , is content - oriented . It carries and forms themes , positions and perspectives . It is mainly ...
40. oldal
... discourse , such as nationalist discourse , or some other theme or fragment of a theme ) . The concept of intertextuality has to be analysed in these two highly different yet mutually connected forms . In every communicative event ...
... discourse , such as nationalist discourse , or some other theme or fragment of a theme ) . The concept of intertextuality has to be analysed in these two highly different yet mutually connected forms . In every communicative event ...
Tartalomjegyzék
Introduction | 7 |
A Transnational View | 27 |
Cultural and Historical Narrative in Native | 45 |
Copyright | |
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acculturation activities affective filter c'est classroom code-switching competence concept of languaculture context conversation conversation analysis cultural flow culture in language Danish Danish language develop discourse discourse analysis discussion English everyday example film dialogue focus foreign language teaching French German German language global grammar identity individual input integration interaction intercultural Interdisciplinarity interlocutors Italian knowledge Kramsch Krashen's L'ultimo bacio Lacombe Lucien languaculture language and culture language awareness language learning learner linguistic and cultural Lucien Lund meaning mother tongue motivation multilingual narrative sequence native and non-native native speakers non-native speakers oral participation perspective politeness pragmatic functions questions récit relations relationship Risager Second Language Acquisition Second Language Learning semantic and pragmatic semiotic sentence situation SLA theories socio-cultural sociolinguistic specific spoken structure subtitles takes place target language target language speakers teacher textbooks tion topic topic-comment Tour de France translation understanding variability vocabulary