A Perspective-Based Reading of Culture in English Language Teaching: From the Conventional Perspective to the Intercultural Language Teaching Perspective

Abstract

This paper reviews culture as perceived in a number of language teaching perspectives. The term "culture" and its relation with language has been a center of interest in different fields of studies. Because the term "culture" is borrowed between disciplines, it is understood differently and altered in the process by the goals and traditions of the borrowers. As such culture remains an elusive concept for the language teacher. Here, I attempt to understand how culture has been understood in different English language teaching perspectives in the last fifty years. This reading helps understand how change in the teaching approach affects how culture is dealt with in class and in teaching materials.

Experimental assessment of the formation of professional competencies of students who are future managers in higher educational institutions

“…The formative experiment was aimed at developing and testing a system for the formation of cross-cultural competencies in students-future managers, its purpose was to include students in the process of cultural, communicative, contextual, personality-oriented and personal-activity approaches using active forms and methods of teaching cross-cultural competencies in the process of professional training in higher education [14]. It was necessary for the experiment to design and introduce new content into the general system of professional training methods for tracking the results of experimental work; to introduce into the learning process the formation of value-motivational, cognitive, activity and reflexive components of intercultural competence.…”