Professional Documents
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2007, FAAPI
Cordoba, septiembre de 2007 Queda hecho el deposito que establece la Ley 11.723. Impreso en Argentina - Printed in Argentina Tirada: 1000 ejemplares
No se permite la reproduccion parcial 0 total, el almacenamiento, el alquiler, la transmision 0 la transformacion de este libro, en cualquier forma 0 por cualquier medio, sea electronico 0 mecfmico, mediante fotocopias, digitalizacion y otros metodos, sin el premise previa yescrito del autor. Su infraccion esta contemplada en las leyes 11.723 Y 25.446
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Intercultural
Michael
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40 and Exile
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Perspective
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Intercultural
Mario
Lopez Barrios
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Intercultural
Fabian Negrelli,
Communication
Martin
and Socio-Cultural
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and Meaning-focused
Tasks 95
Since language, as a semiotic system, is culture-specific, successful second language (L2) learning demands that intercultural learning goals become an intrinsic part of the curriculum. This presentation examines a number of culturally-constrained communication features, namely, (i) rules of speaking, (ii) non-verbal communication, (iii) intonation choices, (iv)lexical choices and (v) grammatical choices. These variables have been studied in relation, mainly, to the use of English by Spanishspeaking English teacher trainees at the Faculty of Languages, National University of Cordoba.
Introduction
Central to Communicative use of such communicative Language Teaching (CLT) is the notion that and require the sharing, negotiaprocesses as information classroom activities 'engage learners in communication, tion of meaning and interaction'
appropriate communicative language use in the classroom cannot be accomplished unless classroom conditions are created which enable learners to 'localise the language, create contextual conditions that make language a reality for particular communities of learners so that they can authenticate it' (Widdowson 1998, 715). As the structuring of language for use as a semiotic system is culture-specific, it follows that successful second language (L2) learning can only take place if intercultural learning goals become an intrinsic part of the learning curriculum. This paper attempts to examine a group of culturally-constrained communication features where the cross-cultural dimensions of discourse pragmatic and socio-pragmatic rules of speaking, (ii) non-verbal abilities are essential, namely, (i) communication, (ill) intonation
choices, (iv) lexical choices and (v) grammatical choices. The incidence of these variables on inter-cultural communication (ICC) will be analysed in relation, mainly, to the use of English by Spanish-speaking English teacher trainees at the Faculty of Languages, National University of Cordoba. A number of common pragma-linguistic, para-linguistic and linguistic errors will be provided in an effort to highlight the need to include systematic instruction regarding culture-specific constraints across languages.
each other), (ii) remedial exchanges (attempts to counteract potential difficulties in social situations) and (iii) speech acts such as requests. In the context of classroom interaction and with regard to the first category, Spanish-speaking learners often address their married female teachers as Mrs, omitting the teacher's last name. The explanation for such error can be traced back to Spanish interference. The terms senora and Mrs have equivalent meanings but while the Spanish term is a free form, the English term is not. Similarly, instead of using Ma'am (generally American English) or Madam (generally British English) when addressing a female classmate, some learners make use of the noun laefy, rendering it on an equal footing with these two terms. This particular error is frequently observed in activities in which students are asked to communicate assuming a particular situation and adopting specific roles. As to the second category, inappropriate use of remedial exchanges is particularly noticeable in the case of the formulaic expressions Pardon,
Excuse me and Sony. In order to make way in crowded places or upon late
arrival in a class, many students tend to use the first expression. Again, in Spanish there is only one form, Perdon, which performs the distinct pragmatic functions ascribed to these three forms in English. Finally, one is often struck by the realization of certain speech acts such as requests. More often than not, some probably inadvertent learners request further explanation of a particular task using the interrogative pronoun What? without allowing for the illocutionary and perlocutionary effects it may create. Another common case is the use of a blunt Wait!, for example, to request that the teacher do not proceed with a further step in the task, thus, changing the nature of the speech act from request to command.
Non-verbal communication:
(body movement
In the field of non-verbal communication, studies carried out in Kinetics in general), Proxemics speakers) and Haptics (body contact between participants) throw light on a field where lack of knowledge of culture-specific exploitation of these social habits can impair successful communication. Students at the Fac-
Introduction
Central to Communicative Language Teaching (CLT) is the notion that classroom activities 'engage learners in communication, and require the use of such communicative processes as information sharing, negotiation of meaning and interaction' complished unless classroom (Richards and Rogers 2001, 165). But conditions are created which enable
appropriate communicative language use in the classroom cannot be aclearners to 'localise the language, create contextual conditions that make language a reality for particular communities of learners so that they can authenticate it' (Widdowson 1998, 715). As the structuring of language for use as a semiotic system is culture-specific, it follows that successful second language (L2) learning can only take place if intercultural learning goals become an intrinsic part of the learning curriculum. This paper attempts to examine a group of culturally-constrained communication features where the cross-cultural dimensions of discourse pragmatic and socio-pragmatic rules of speaking, (ii) non-verbal abilities are essential, namely, (i) communication, (iii) intonation
choices, (iv) lexical choices and (v) grammatical choices. The incidence of these variables on inter-cultural communication (ICC) will be analysed in relation, mainly, to the use of English by Spanish-speaking English teacher trainees at the Faculty of Languages, National University of Cordoba. A number of common pragma-linguistic, para-linguistic and linguistic errors will be provided in an effort to highlight the need to include systematic instruction regarding culture-specific constraints across languages.
usage at risk
It has been argued that any student who wishes to learn a new language but also 'what Hymes (1972) calls the rules of speaking: the patterns of sociolinguistic behaviour of the target language' (Wolfson 1983, 61). Within rules of speaking, and drawing from Wolfson (1983) and Ellis (1994), we have concentrated on the aspects of (i) terms of address (how people name
ulty of Languages are made aware not transgress the rules of English behaviour in this respect. While it is common in Argentinian Spanish to gesticulate profusely or to stand very close when speaking to strangers or even touch them, in most English-speaking cultures a similar behaviour is considered inappropriate. Another aspect which both teachers and students are sometimes warned about is the Argentinian custom of kissing on first encounter, which may be startling or even offensive to both native and other non-native speakers of English.
in
Brazil's (1985; 1994; 1995) terminology- and when speakers use it, they project social-external and contextual-internal control of discourse. Also, if Spanish-speaking students fail to produce the falling-rising tone in greetings and frames, the social meaning of togetherness and solidarity typically associated with use is lost altogether. Proper instruction concerning the social meaning of intonation contours is essential mainly because 'unlike grammar, vocabulary and segmental pronunciation, mistakes in intonation are not usually noticed and allowed for by native speakers, who assume that in this respect a person sounds as he means to sound'(Crystal and Davy 1975,8).
caballo regalado no se Ie miran los dientes, this may not necessarily facilitate the
learning of the expression. It is true that even if a single element is changed, the meaning may be altered as well. In order to emphasise the need for inter-cultural instruction, teachers at the Faculty of Languages often recall anecdotal evidence from a student who used a direct translation of the idiom El mundo es un paiiuelo from Spanish and said The Ivorld
is a handkerchiiffor
cording to Coseriu (1983, 26) languages may express similar worldviews when they designate but will differ when they mean. Therefore, cultural awareness is essential for successful ICe.
as a reply to How long haveyou studied English? Failure to recognise the connection between past and present in this use of the present perfect tense occurs even when the this tense in Spanish can be used in the same way.
Conclusion
The present work aims at highlighting the key role of cultural differences between languages in ICe. For contextualisation of analysis, the discussion has centred on intercultural problems that Spanish-speaking English teacher trainees frequently encounter on their way to becoming competent users of the target language. Through the particular examples presented, we have attempted to illustrate the practical relevance of and theoretical guidelines for the analysis of communication variables and the interpretation of referential errors. The overall intention remains to raise awareness as to the crucial role of intercultural learning as 'critical awareness, acceptance of paradox and contradiction ... and willingness to cross over into other disciplines' (Kramsch 2005, 552). It is hoped that the argumentation framework presented can admit further exploitation with relation to other EFL instruction settings and is critically adapted and enlarged.
References
BRAZIL, ne.
------(1995).
A grammar rf speech. Oxford: Oxford University Press. COSERIU,E. (1983). "Lingiifstica del Texto". Proceedings rf II Congreso Nacional de Linguistica. San Juan. CRYSTAL, nand n DAVY.(1975). Advanced conversational English. London:
Longman. ELLIS, R. (1994). The stucfy rf second language acquisition. Oxford: Oxford University Press.
HYMES, .H. (1972). On communicative competence. In J-B Pride and JD Holmes (Eds.) Sociolinguistics. Harmondsworth, England: Penguin books. pp. 269-293. KRAMSCH, (2005). Post 9/11: Foreign Languages between Knowledge C and Power. Applied linguistics, 26/4: 545-567. READ,J- (2000). Assessing vocabulary. Cambridge: Cambridge University Press. RICHARDS, and T. S. Rogers. (2001). Approaches and methods in language J-C teaching. Cambridge: Cambridge University Press. WIDDOWSON, . (1998). Context, community and authentic language. H TESOL QuarterlY, 32/4: 705-716. WOLFSON, . (1983). Rules of speaking in Richards, J-C and Schmidt, N R.W (Eds.) Language and communication. London: Longman.