Teaching and testing culture: Old questions, new dimensions

Moore, Zena

doi:10.1016/0883-0355(96)80439-3

Cited by 5 publications

(5 citation statements)

References 27 publications

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“…Having shed light on the historical development of integrating culture into the foreign language classroom, several subsequent studies have explored the integration of the target culture in an EFL context. Moore (1995) provides an overview spanning three decades of debates regarding the inclusion of culture in foreign language teaching. The vast literature related to incorporating culture into the EFL curriculum consistently stresses its unavoidability.…”

Section: The Integration Of Culture Into the Efl Classroommentioning

confidence: 99%

The Place of Culture in EFL Teaching: A Succinct Overview

HAKIMI,

BASSAOUI,

KOUMACHI

2024

JELTAL

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The incorporation of cultural elements in a foreign language (FL) classroom has been a subject of interest for many scholars over the past decades. The literature clearly demonstrates the widespread recognition of culture’s inevitable emergence in foreign language instruction. Nonetheless, there is a belief that culture should be instructed in the same way language is. Therefore, this short review provides operational definitions of culture within the field of education while shedding light on the distinction between objective culture and subjective culture. Furthermore, it explores the inseparable connection between language and culture. This paper stresses the significance of teaching culture alongside language, highlighting its natural emergence in an English as a Foreign Language (EFL) setting and the need for a purposeful and structured approach to teaching it. Moreover, the review suggests techniques and methods for instructing cultural aspects in an EFL classroom, particularly in the context of today’s interconnected world.

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Section: The Integration Of Culture Into the Efl Classroommentioning

confidence: 99%

The Place of Culture in EFL Teaching: A Succinct Overview

HAKIMI,

BASSAOUI,

KOUMACHI

2024

JELTAL

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“…For instance, scholars realized that it was not sufficient to produce grammatically correct expressions without being able to fittingly use those expressions depending on the social context. For instance, the attempts of Moore (1996) refer to teaching cultural contents through focusing on the 4-F approach (Folk-dances, Festivals, Fairs, Food); then, the focus changed gradually from historical and geographical data to knowledge on values, beliefs and thoughts of other group members. Subsequently, in the 1990s, the intercultural dimension emerged as the main objective of FL instructional curricula.…”

Section: Culture and Language Teachingmentioning

confidence: 99%

Students’ Responsiveness to the Implication of Culture-oriented Courses in EFL Classrooms

2019

IJSSES

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English has increasingly become an inevitable part of educational curriculum at schools and universities. Accordingly, a number of considerable efforts are devoted to popularize EFL teaching among learners. For instance, a significant body of research has been provided by scholars as an attempt to investigate the factors underlying the accumulation of that language under various circumstances. Thus, the study at hands aims to draw attention to the ways cultural contents are incorporated into classes where English is taught to non-native speakers. Furthermore, it offers a rationale for the teaching of culture in EFL contexts and the possible solutions that aim to increase students' intercultural awareness. As an attempt to reach the research objectives, it is of unavoidable importance to shed light on students' degree of responsiveness to cultural contents. This is done through examining the ways in which the chosen participants experience and perceive culture and its implementation into courses.

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“…Foreign language classrooms may not necessarily facilitate the development of pragmatic competence among students because of a lack of correspondence between the types of interaction students experience in foreign language classrooms and those in the real world [ 113; the limited scope of naturally occumng interactions [12, 131; restricted linguistic repertoires [7-91; and teachers' monopolization of discourse [14-161. As a result, students may transfer their own culturally mediated pragmatic knowledge to L2K2 contact situations, often resulting in cultural misunderstanding [17][18][19].…”

Section: Research On L a C 2 Pragmaticsmentioning

confidence: 99%

Developing Awareness of French Pragmatics: A Case Study of Students' Interactive Use of a Foreign Language Multimedia Program

Carel

1999

Journal of Educational Computing Research

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Findings from a study that investigated students' reactions to the content of a hypermedia program indicated that pragmatic awareness can be developed in virtual culture contact situations. Students used Hymes' SPEAKING heuristic to analyze real-life interactions. Data showed that they noticed gestured and spoken pragmatic behaviors as well as contextual clues. The findings indicated that similar interactive software in combination with ethnographic activities may be more effective in culture teaching and learning.

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Teaching and testing culture: Old questions, new dimensions

Cited by 5 publications

References 27 publications

The Place of Culture in EFL Teaching: A Succinct Overview

The Place of Culture in EFL Teaching: A Succinct Overview

Students’ Responsiveness to the Implication of Culture-oriented Courses in EFL Classrooms

Developing Awareness of French Pragmatics: A Case Study of Students' Interactive Use of a Foreign Language Multimedia Program

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