CULTURE

LANGUAGE LEARNING
TECHNOLOGY
BY : MAHDIEH ASGARI
 01
LANGUAGE AND CULTURE
CHAPTER 12
 LANGUAGE AND CULTURE

INTERNET- CONNECTED WORLD LANGUAGE LEARNING AND CULTURAL UNDERSTANDING

LANGUAGE AND CULTURE LINKED # LINGUA FRANKA

NATIVE LANGUAGE INDIVIDUAL CULTURAL IDENTITY

Sapir-Whorf hypothesis Native language has a profound influence on how you see the world

LANGUAGE USE IS TIED CLOSELY TO THE CULTURE IN WHICH IT IS SPOKEN

LANGUAGE AND CULTURE
01 LINGUISTIC DETERMINISM
DIFFERENT LANGUAGES = DIFFERENT THOUGHTS

02 LANGUAGE
SHAPES OUR VIEWS OF THE WORLD

03 TRANSLATION & BILINGUALISM

Problematic in a strict interpretation of the Sapir-Whorf hypothesis.

 SECOND LANGUAGE LEARNERS
Become aware of how aspects of the new language signal a different way of
perceiving the world or emphasize aspects of life important to that culture.

NATIVE SPEAKERS
Learn that pronouns for addressing others is not universal

LANGUAGE STUDENTS
SPEECH ACTS

CONTACT BETWEEN CULTURES

Can bring about change, including new
variations of a language, or even new languages.
 02
INCORPORATING CULTURE
INTO LANGUAGE LEARNING
CHAPTER 12
 CULTURE

CULTURE CULTURE
01 02

DISTINCT FROM LANGUAGE DISCRETE BODY OF THE KNOWLEDGE

20TH CENTURY IN 1970s

03 04

CULTURE WITH CAPITAL “C” CULTURE WITH SMALL “c”

 CULTURE CAPSULES : HIGH AND LOW CULTURE

01 02 03 04

FESTIVALS FOOD FOLKLORE FACTS

SUPPLEMENTARY
SUPPLEMENTARY SHORT
SHORTVIDEOS
VIDEOS DIALOGUES
DIALOGUES VIDEO
VIDEOCLIPS
CLIPS
MATERIALS
MATERIALS
 CULTURE : SPRATED FROM LANGUAGE?
COMMUNICATIVE
PROCESS APPROACH

Understanding surface manifestation of a foreign culture.

Students tend to view them in the context of their own native environment

Dynamically created through a community’s shared memories and experiences

EXTERNAL
MANIFESTATION PRODUCT
LANGUAGE AND CULTURE ARE INTERWINED

CULTURAL INTEGRATION

REFLEXIVE COMPONENT

REFLECT ASPECT OF CULTURE

TEXT BOOKS

● REAL LIFE CONVERSATION

● CODE-SWITCHING

● LANGUAGE CROSSINGS

● LANGUAGE REGISTERS

● PRAGMATICS
 03
CONNECTING TO THE TARGET CULTURE
THROUGH THE INTERNET
CHAPTER 12
CONNECTION TO FOREIGN CULTURE

NATIVE SPEAKERS MATERIALS AND MEDIA

CONTACTING WITH
CONTACTING WITH THEM
THEM WITHIN THE
CULTURE
ONLINE RESOURSES # TEXT BOOKS

Resourses used in real lives Artificially created

of people
 ONLINE MATERIAL

01 02 03 04 05

PROFESSIONAL INDIVIDUAL LANGUAGE LANGUAGE AUTHENTIC

ORGANIZATIONS INSTRUCTORS CENTERS PROFESSIONALS MATERIAL

TOOLS
TOOLS AA ONLINE
ONLINE
TEXTS
TEXTS AND
AND TECHNIQUE
CORPUS
CORPUS SERVICES
SERVICES TECHNIQUE SERVICES
SERVICES
 04
ONLINE
CULTURE
EXCHANGES
CHAPTER 12
 LOCAL CONVERSATION PARTNERS

Students in another class or members of a local ethnic community

LOCAL PARTNERS LOCATED ABROAD

For maximum cultural benefit, the latter arrangement is preferable.

 LANGUAGE PARTNERS :
STUDYING EACH OTHER’S LANGUAGES

WRITTEN FORM AUDIO VIDEO

EMAIL FORMATS FORMATS

CHAT
 TELECOLLABORATIVE TOOLS
WORKS BEST:
Monitored by the instructor

Prepared by 65%
the participants

Misunderstanding:

LINGUISTIC AND CULTURAL PREPARATION

 SYNCHRONOUS & ASYNCHRONOUS
Different Communication Styles

FRENCH Factual, Impersonal, Dispassionate genres of writing

An oral style with many questions and exclamation marks,

AMERICANS
indicating a high level of effective involvement.

Misunderstandings

Miscommunications
 05
CURRENT TRENDS : TOWARDS
INTERCULTURAL
COMPETENCE
CHAPTER 12
 ONLINE EXCHANGES

REAL COMMUNICATION PRACTICE SETTING

CLASSROOM
REAL PEOPLE
TRADITIONAL COMPUTER-ASSISTED
LANGUAGE LEARNING
LINGUISTIC
AUTHENTICITY

CULTURAL
REFLECTIVE PLATFORM
INTERCULTURAL COMMUNICATION

VESTED INTEREST

SOCIAL
APPLIED
ANTHROPOLOGY PSYCHOLOG
LINGUISTICS
Y

SENSITIVIT
INTERCULTURAL
Y
INTERCULTURAL COMMAUNICATIVE COMPETENCE

BUSINESS CONTEXT EDUCATIONAL SETTING

FORMAL ASSESSMENT PORTFOLIOS

INSTRUMENTS

EXTRAMURAL LEARNING

THE DEVELOPMENTAL EXPERIENCES WE ALL

HAVE OUTSIDE THE CLASSROOM
 ELECTRONIC PORTFOLIOS
POTENTIAL
FORMAL EDUCATIONAL PERSONAL SELF-
LEARNING
EXPERIENCES ASSESSMENT
EXPERIENCES

PARTICIPATION IN GROUP
OPEN EDUCATIONAL COURSES EDUCATIONAL GAMES
STUDIES
 LOCALISED LANGUAGE INSTRUCTION

ALL EXTENT
EXTENTOF
OF
STANDARDISED
STANDARDISED COMMUNITIE 01 02 LANGUAGE TECHNOLOGY
TECHNOLOGY
CURRICULUM
CURRICULUM S
AVAILABLE
AVAILABLE

CUSTOMISE MOTIVATION
MOTIVATION
CUSTOMISE FACE TO CULTUR LEARNING
LEARNING
APPROACHES
APPROACHES
FACE 03 04
VIRTUAL E THE
THETARGET
TARGET
AND
ANDCONTENT
CONTENT LANGUAGE
LANGUAGE

CULTURAL
STUDENTS
STUDENTS LEARNERS’
LEARNERS’
BACKGROUN 05 06 ASPIRATION
DEMOGRAPHICS D NEEDS
NEEDS
DEMOGRAPHICS
 The rise of interest in place-based language learning is in line with the recognition in

applied linguistics of the importance of connecting academic learning to real-world

experiences.

 An awareness of the essential cultural component of language naturally leads to the

need for language teachers to take into account the lives of the learners beyond the

classroom.

 It also requires the learner to acquire meta-linguistic knowledge and skills. Learning

words and rules is not nearly enough to become functional in a second language.
 If we accept the importance of sociolinguistic and pragmatic
competence, then that necessitates an integration of social
realities into language instruction at all levels.
 Learners need to supplement their practical communicative competence

with what Kramsch (2012) calls ‘symbolic competence’: ‘What foreign

language learners need to develop is an ability to recognise the

discourses behind the words, what could have been said but was not, or

could have been said differently’ (Kramsch 2012: 23).

 Increasingly today, that kind of competence is both

developed and demonstrated through participation in

Internet-mediated activities.
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