Making cross-cultural comparison

Language is always used as part of a complex cultural activity based on a framework of references (ideas, beliefs and values) which will accompany the subsequent interpretation of the text. Textual information is not eternal or timeless, but is situated historically, socially, intellectually, with particular intents and social, gender, class, ethnic, racial perspectives. Hence, to study texts entails looking into the social context within which texts are embedded. Such a study provides of ongoing processes, such as the relationship between social change and communicative or linguistic change, the construction of social identities, or the (re)construction of knowledge and ideology.

Comprehension in this direction is aimed at raising the reader’s awareness of socio-cultural factors encouraged by critical thinking. Whatever the text, the content is expected to increase one’s awareness of the culturally-induced values of English-speaking nations and awareness of one’s own priorities to make sure certain cultural standpoints can be explained. Readers are motivated to develop the ability to evaluate and refine generalizations about the source culture in terms of supporting evidence deduced from the text. In this way we automatically become exposed to the range of socio-cultural items such as: images and symbols; pictures and realia; conventions and behaviour; customs and traditions; stereotypes and expectations; values, beliefs and attitudes.

In most interactions, user of language appears to bring with him different dispositions related to socio-cultural conditions. Eventually, he is enhanced to make culturally induced connections which are likely to prompt effective comprehension choices. Specifically, the focus on the textual structures derives its framework from the cognitive, social historical, cultural and political contexts.Through close reading and reflection, we understand the way ideas and feelings are talked about in different cultures – to have a sense both of communities and different kinds of conventions there can be about matters of importance in human life.

The major goal of that kind of orientation is to increase the reader’s consciousness of cultural similarities and differences and enhance understanding of the diversity of ideas and practices found across cultures in general.

Follow up tasks:

1. Why is it important for a reader to develop his cultural awareness?

2. What socio-cultural items are we exposed to through reading?

3. Does critical reading increase the reader’s consciousness of cultural similarities and differences? Give your reasons.

Reading strategies:

- Consider the way the writer develops ideas throughout the cultural context of the text.

- Seek proper clues to make out cultural symbols, stereotypes, images, beliefs, conventions, patterns of behaviour.

- Develop awareness of socio-cultural information about another culture.

- Reveal socio-cultural content of the disclosed topic.

- Make cross-cultural comparison regarding cultural differences in views and attitudes to the issues put forward by the author.

- Use acquired socio-cultural knowledge communicating the content of the passage.

- Bring the ideas and theme of the text into relation with one’s own culture.

Study skills:

- come to terms with new experience in another culture, overcoming stereotypes and prejudices;

- develop positive attitude and a capacity for understanding and accepting the unfamiliar;

- extend socio-cultural awareness explaining differences between one’s own and foreign cultures;

- make use of the information in relation to cross-cultural differences;

- learn to act as a mediator equipped with proper knowledge and manners in cross-cultural communication;

- evaluate intercultural differences so as to develop one’s own identity;

- deal effectively with intercultural misunderstanding and conflict situations.

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