BibTex RIS Kaynak Göster

Learner Attitudes and Preferences in Terms of Learning Culture

Yıl 2013, Cilt: 9 Sayı: 1, 0 - 175, 01.04.2013

Öz

Problem statement: Due to its complex nature, the teaching of culture poses a lot of problems. It encompasses everything from daily life to traditions, or from ways of showing politeness to important occasions or special days in a society. Thus, “what of culture” and how it will be taught must be determined carefully through close scrutiny especially for the “expanding circle countries” since in these countries there is no direct contact with native speakers. Curriculum designers and language teachers need to make a number of choices as regards the selection of cultural categories to teach and what techniques to use in the teaching of these cultural elements.
Purpose of the study: The present study aims at finding out Turkish learners‟ preferences in terms of learning and teaching of culture in order to shed light on the practice of language teaching in an EFL context.
Method: A questionnaire was used in the study. It was administered to 92 participants.
Findings and results: The findings suggest that Turkish learners‟ awareness must be raised in terms of the importance of the target culture. Turkish learners view target culture learning as comprising of both big “C”, which can roughly be defined as values pertaining to the target community, and lower case “c” culture, which is related to practices. Another important finding of the study is that students in Turkish context do not view learning culture essential for effective communication.
Conclusion and recommendations: This study focused on the learning and teaching of culture in terms of learner attitudes and preferences. As an indispensable element of language, culture must also be studied in terms of other variables like materials and course books. Therefore, studies into materials and course books in relation to their cultural load are needed in order to bridge the gap and optimize the practice of target culture teaching in Turkey.

Kaynakça

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
  • Bada, E. & Genc, B. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1).
  • Brooks, N. (1994). Language and language learning. (2nd edition). New York: Harcourt Brace Jovanovich.
  • Brown. (2000). Principles of language learning and teaching (4th ed.). White Plains, NY: Addison Wessley Longman.
  • Byram. (1997b). Teaching and assessing intercultural communicative competence, Clevedon: Multilingual matters.
  • Byram, M., & Morgan, C. (1994). Teaching-and-learning language and culture. Clevedon: Multilingual Matters.
  • CEF. (2001). Common European Framework of reference for languages: learning, teaching, and assessment . Cambridge University Press.
  • Chastain, K. (1988). Developing second language skills: theory and practice. Orlando: Harcourt Brace Jonovich .
  • Dörnyei, Z. (2005). The psychology of language learner. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Hinkel. (1999). Culture in second language teaching and learning.Cambridge: Cambridge University Press.
  • Kachru, B. (1992). Teaching world Englishes. In B. Kachru (ed.) The other tongue, English across cultures. Urbana, IL: University Illinois Press.
  • Kramch, C. (1998). Language and culture. Oxford: Oxford University Press.
  • Moran, P. (2001). Teaching culture: perspectives in practice. Massachuchttes: Heinle&Heinle.
  • Önalan, O. (2005). EFL teachers‟ perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. The Journal of Language and Linguistic Studies, 1(2).
  • Stern, H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
  • Ünver, Ş. (2007). Intercultural preparatory training for Turkish Erasmus. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 33: 219-228
Yıl 2013, Cilt: 9 Sayı: 1, 0 - 175, 01.04.2013

Öz

Kaynakça

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
  • Bada, E. & Genc, B. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1).
  • Brooks, N. (1994). Language and language learning. (2nd edition). New York: Harcourt Brace Jovanovich.
  • Brown. (2000). Principles of language learning and teaching (4th ed.). White Plains, NY: Addison Wessley Longman.
  • Byram. (1997b). Teaching and assessing intercultural communicative competence, Clevedon: Multilingual matters.
  • Byram, M., & Morgan, C. (1994). Teaching-and-learning language and culture. Clevedon: Multilingual Matters.
  • CEF. (2001). Common European Framework of reference for languages: learning, teaching, and assessment . Cambridge University Press.
  • Chastain, K. (1988). Developing second language skills: theory and practice. Orlando: Harcourt Brace Jonovich .
  • Dörnyei, Z. (2005). The psychology of language learner. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Hinkel. (1999). Culture in second language teaching and learning.Cambridge: Cambridge University Press.
  • Kachru, B. (1992). Teaching world Englishes. In B. Kachru (ed.) The other tongue, English across cultures. Urbana, IL: University Illinois Press.
  • Kramch, C. (1998). Language and culture. Oxford: Oxford University Press.
  • Moran, P. (2001). Teaching culture: perspectives in practice. Massachuchttes: Heinle&Heinle.
  • Önalan, O. (2005). EFL teachers‟ perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. The Journal of Language and Linguistic Studies, 1(2).
  • Stern, H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
  • Ünver, Ş. (2007). Intercultural preparatory training for Turkish Erasmus. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 33: 219-228
Toplam 16 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özkan Kırmızı

Yayımlanma Tarihi 1 Nisan 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 1

Kaynak Göster

APA Kırmızı, Ö. (2013). Learner Attitudes and Preferences in Terms of Learning Culture. Journal of Language and Linguistic Studies, 9(1), 0-175.
AMA Kırmızı Ö. Learner Attitudes and Preferences in Terms of Learning Culture. Journal of Language and Linguistic Studies. Nisan 2013;9(1):0-175.
Chicago Kırmızı, Özkan. “Learner Attitudes and Preferences in Terms of Learning Culture”. Journal of Language and Linguistic Studies 9, sy. 1 (Nisan 2013): 0-175.
EndNote Kırmızı Ö (01 Nisan 2013) Learner Attitudes and Preferences in Terms of Learning Culture. Journal of Language and Linguistic Studies 9 1 0–175.
IEEE Ö. Kırmızı, “Learner Attitudes and Preferences in Terms of Learning Culture”, Journal of Language and Linguistic Studies, c. 9, sy. 1, ss. 0–175, 2013.
ISNAD Kırmızı, Özkan. “Learner Attitudes and Preferences in Terms of Learning Culture”. Journal of Language and Linguistic Studies 9/1 (Nisan 2013), 0-175.
JAMA Kırmızı Ö. Learner Attitudes and Preferences in Terms of Learning Culture. Journal of Language and Linguistic Studies. 2013;9:0–175.
MLA Kırmızı, Özkan. “Learner Attitudes and Preferences in Terms of Learning Culture”. Journal of Language and Linguistic Studies, c. 9, sy. 1, 2013, ss. 0-175.
Vancouver Kırmızı Ö. Learner Attitudes and Preferences in Terms of Learning Culture. Journal of Language and Linguistic Studies. 2013;9(1):0-175.