|
|||||||
АвтоАвтоматизацияАрхитектураАстрономияАудитБиологияБухгалтерияВоенное делоГенетикаГеографияГеологияГосударствоДомДругоеЖурналистика и СМИИзобретательствоИностранные языкиИнформатикаИскусствоИсторияКомпьютерыКулинарияКультураЛексикологияЛитератураЛогикаМаркетингМатематикаМашиностроениеМедицинаМенеджментМеталлы и СваркаМеханикаМузыкаНаселениеОбразованиеОхрана безопасности жизниОхрана ТрудаПедагогикаПолитикаПравоПриборостроениеПрограммированиеПроизводствоПромышленностьПсихологияРадиоРегилияСвязьСоциологияСпортСтандартизацияСтроительствоТехнологииТорговляТуризмФизикаФизиологияФилософияФинансыХимияХозяйствоЦеннообразованиеЧерчениеЭкологияЭконометрикаЭкономикаЭлектроникаЮриспунденкция |
Competence. circumscribes learner and teacher autonomy: The idea that the language
circumscribes learner and teacher autonomy: The idea that the language presented in the classroom should be as authentic as possible, so as to represent the reality of native speaker language use, has been one of the tenets of the communicative approach. Real communicative behaviour in this context is defined strictly in terms of the parochial milieu and the fuzzy notion of the native speaker. As such, the multiplicity of uses of English around the world involving encounters between not only native speakers and nonnative speakers, but also nonnative speakers and nonnative speakers, is not even recognized. In the same vein, corpus descriptions of English contain databases of native speaker usage, influencing model situations in ELT coursebooks which involve interactions of native speakers with native speakers. Clearly, with authenticity being dependent on the authority of the native speaker, the notion of learner autonomy suffers dramatically, as it focuses on the activation of learners’ own experience in the use of language as part of their learning. As Widdowson (1998) observes, the language which is real for native speakers is not likely to be real for nonnative speakers. For language to be authentic in its routine pragmatic functioning, it needs to be localized within a particular discourse community. It follows that the more the language is localized for the learners, the more they can engage with it as discourse. It is becoming increasingly apparent that real communicative behaviour ought to be redefined in relation to the reality of English as an International Language, entailing not only the uses of English that are real for its native speakers in English-speaking countries, but also the uses of English that are real for its nonnative speakers in communities served by languages other than English. Only then can we speak of autonomous
Towards intercultural communicative competence 61
language learning, taking into account the meaningful background provided by the indigenous language and culture of the learner. Native speaker-based authenticity further restricts the nonnative speaker teachers’ autonomy on two accounts. First, with English embedded in the native speaker culture, its teaching remains inseparable from teaching native speaker culture. As such, learners’ own culture is peripheralized, if not completely ignored. Yet this is the area where nonnative speaker teachers are at their best, due to the linguistic background and life experience they share with their students. Instead of developing new systemic data in relation to the learners’ already established familiar schematic knowledge, as is the case with native language learning processes, they feel intimidated by native speaker norms of use and usage, and also find themselves in the potentially awkward position of equipping their students with aspects of the native speaker’s sociolinguistic and strategic competencies. Secondly, as multicompetent language users, in whom the co-existence and interaction of two languages is a fact of life, nonnative speaker teachers are hindered from raising multicompetent minds due to the educational system’s obsession with the often monolingual native speaker. Rarely are goals set, or situations and roles devised that are appropriate for foreign language learners; seldom are language corpora used that entail interactions between nonnative speakers; virtually no teaching method is utilized taking into consideration the learner’s native language. As a reaction to restrictions on learner and teacher autonomy based on the adherence to the notion of native speaker-based authenticity, several attempts have been made to deculturize or nativize English in various degrees. One common approach has been to design instructional materials where cultural content chiefly comes from the familiar and indigenous features of the local setting so as to motivate the students and enhance their language learning experience. This has been done, albeit on a small scale, in a number of countries. In addition to educators’ efforts to incorporate the local cultural background into the language learning process, language learners themselves have developed varieties of English, such as Dutch English or German English, bearing a measure of each country’s particular cultural and linguistic background and unique experience with English as well as manifesting certain distinctive features in the areas of pronunciation, lexis, syntax, and pragmatics (Berns 1988). Although attempts to deculturize or nativize English have a number of educational merits, they are not too different from communicative orientations to teaching English through the generally unrealistic, often idealized, and at times monolithic norms of the native speakers and their culture(s). As such, they fall short of recognizing the international status of English, and fail to provide an alternative to the conventional view that a language cannot be taught separately from its culture. This view is certainly sensible in the case of foreign language instruction, yet it fails miserably when it comes to teaching an international language, whose culture becomes the world itself.
Cem Alptekin
Поиск по сайту: |
Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав. Студалл.Орг (0.006 сек.) |