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Enculturation

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    The second, sociolinguistic competence, deals with the social rules of

    language use, which involve an understanding of the social context in

    which language is used. Such factors as the role of the participants in a

    given interaction, their social status, the information they share, and the

    function of the interaction are given importance. Social context here

    refers to the culture-specific context embedding the norms, values,

    beliefs, and behaviour patterns of a culture. Appropriate use of the

    language requires attention to such constructs.

    Next comes discourse competence, which is the ability to deal with the

    extended use of language in context. This is ordinarily achieved through

    the connection of a series of sentences or utterances to form a

    meaningful whole. These connections are often quite implicit: ideas are

    linked to each other based on general knowledge of the world as well as

    familiarity with a particular context. Where these conceptual and

    experiential bonds are weak or inadequate, the meanings inferred from

    them are likely to be erroneous. Studies in contrastive rhetoric provide

    ample evidence for culture-specific thought patterns and organizational

    differences that lead to serious misunderstandings. In such cases, formal

    cohesive devices normally used to establish overall coherence among

    propositions fall short of achieving adequate interpretation.

    The last component in the model is strategic competence, which is

    defined as the ability to cope in an authentic communicative situation

    and to keep the communicative channel open. This requires the

    knowledge of communication strategies that one can use to compensate

    for imperfect knowledge of rules, or for factors such as fatigue,

    inattention, and distraction which limit the application of such rules.

    What, for example, do you do when you cannot think of a word? What do

    you do when you realize that your message is misunderstood?

     

    The communicative approach considers target language-based

    communicative competence to be essential in order for foreign language

    learners to participate fully in the target language culture. As such, the

    target language culture and its inhabitants, the native speakers, are

    elements crucial to the success of the teaching model. Learners are not

    only expected to acquire accurate forms of the target language, but also to

    learn how to use these forms in given social situations in the target

    language setting to convey appropriate, coherent, and strategically-

    effective meanings for the native speaker. Thus, learning a foreign

    language becomes a kind of enculturation, where one acquires new

    cultural frames of reference and a new world view, reflecting those of the

    target language culture and its speakers. Proponents of this view perceive

    foreign language teachers as ‘gatekeepers’ who equip their learners with

    the four competencies of communication with a view towards enabling

    them to gain access to educational or economic opportunities within the

    target language setting.

    As various communicative features underlying the sociolinguistic,

    discourse, and strategic competencies in the target language culture are

    different from those in the learner’s own culture, it is suggested that

    teachers develop target language communicative competence in

     

    Cem Alptekin


     


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