EFFECTIVE TYPES OF ACTIVITIES FOR DEVELOPING CULTURAL AWARENESS IN LEARNERS IN ELT CLASSROOM

Main Article Content

Tamara BILOUS
Iryna PERISHKO
Iryna VOLKOVSKA

Abstract

The paper deals with teaching foreign languges and reveals that it does not include only linguistic competence, performance or verbal communication but intercultural awareness and skills as well, awareness of how culture and identity are constructed socially. Moreover, the outcomes behind learning the foreign language are not only the matter of acquiring this language but also helps the learners acquire knowledge, skills, culture and values that can be used in their lives beyond the classroom. The purpose of the article is to highlight on how English language teaching (ELT) assist students to transfer awareness, culture and values outside an English lesson to have an impact on ways of thinking and consequently the view of life, regarding that the language teaching system should inspire learners to explore, think and understand the world around them through learning the foreign language. Research also calls for significant attention to intercultural communication in English language teaching and it emphasizes the increasingly important role of activities in ELT in order to develop learners’ communicative awareness and intercultural competence. Culture study has to be completely integrated into the English classroom. The opportunities should be created for a teacher and learners to examine and reflect on the English culture and of their own country. Incorporating the strategies and activities discussed in the article is a great beginning to help the learners become more aware culturally. The outlined activities are by no means an exhaustive list. They are simply suggestions that the teachers can adapt and expand to raise learners’ awareness and undertanding of the English culture and to help students become intercultural competent. Teachers of English may use these examples and similar activities to make explicit cultural features assocated with English. The authors can safely recommend that while teaching linguistic skills, the teachers of English should integrate a variety of cultural elements in the English classroom.

Article Details

Section
Статті
Author Biographies

Tamara BILOUS, PhD in Pedagogy, Associate Professor of the Department of English Language Practice,

Rivne State University of the Humanities

Iryna PERISHKO, Rivne State University of the Humanities

PhD in Pedagogy, Associate Professor of the Department of English Language Practice

Iryna VOLKOVSKA, Rivne State University of the Humanities

fourth-year student of the Philology Faculty

References

Araújo E Sá M.H. and Sívia, M. (2007). Online plurilingual interaction in the development of language awareness. Language Awareness, 16(1): 7–18.

Byram, M., Kuhlmann, T., Muller-Jacquier, B., Budin, G. INCA The Theory. Retrieved 19.03.2021 from http://www.incaproject.org/en_downloads/24_INCA_THE_THEORY_eng_final.pdf.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia, PA: Multilingual Matters.

Hammer, M.R., Bennett, M.J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural

development inventory. International Journal of Intercultural Relations, 27, pp. 421–443.

Fantini, A.E. (2000). A central concern: developing intercultural competence. SIT Occasional Paper Series. Brattleboro, VT: The School of International Training, pp. 25–42.

Fantini, A.E. (2006). Exploring and assessing intercultural competence. Retrieved April 1, 2021, from

http://www.sit.edu/publications/docs/feil_research_report.pdf

Ruben, B.D. (1989). The study of cross-cultural competence: Traditions and contemporary issues. International Journal of Intercultural Relations, 13, pp. 229-240.

Common European Framework of Reference: Learning, teaching, assessment. Council of Europe. Retrieved April 1, 2021, from https://rm.coe.int/1680459f97.