LANGUAGE AND CULTURE.
BY
JHON JAIRO URIETA GUERRERO
CODE:8569300
GROUP:551036_9
TUTOR:
CARLOS ALBERTO PENA
NATIONAL UNIVERSITY OPEN AND DISTANCE
SCHOOL OF EDUCATIONAL SCIENCES
DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
2019
INTRODUCTION
There is a close relationship between culture and language, we could say that language and culture live in ferfecta symbiosis, in other words both form an indivisible unit, so much so that language can be taught through culture and culture can be taught through of language...
The relationship between language and culture and culture
Essay.
Very often it is thought that you learn from culture and that culture is taught. It is based on the idea that all human beings create a very complex system of communication, and that our mental structures assimilate it to make life much easier; and it is in this way that we experience tendencies towards certain behaviors that go from being individual to being behaviors in groups, which would be otherwise said social trends that become what we know as culture.
As a source of learning, the environment in which the human being moves influences in a very significant way, in such a way that it can be a socializing agent and an excellent transmitter of knowledge. The continuous interaction of the individuals in cultural groups, is allowing to adhere knowledge, which can be born of experiences lived individually or in a group. Groups become a little more complex when their life forms impact a much wider community, and they print their lifestyles or ways of looking at life to a greater number of people. It is very visible that through language is where culture is being taught and in due course the culture transmits its language, in this way a very important fact is highlighted and it is the culture that influences the learning of a language.
In human relationships, processes that can be interaction in search of satisfaction of basic needs or labor interactions in the productive world, and in those processes of human social interaction, are presented, as Murdock says, who defined culture as a "corpus of norms of habitual and traditional behavior "Murdock (1941) p.142. On the other hand, it is proper for culture to indicate patterns that are related to the form of human behavior in a given set of situations, indicating ways of reacting, ways of proceeding and even ways of anticipating events, in this way culture meets your teaching objectives, Nostrand (197)
All the above considerations point to the fact that culture plays a very important role in the process of teaching and learning a new language, because knowing a new language also knows something of the culture of the country where the language is spoken. And yes, we teach the culture by teaching the language and in turn the culture teaches us the language, without following complex academic parameters that come out of the common language, that of easy understanding for those who share tastes and interests, carrying out a process of learning rich in diversity.
References
Pourkalhor, O. & Esfandiari, N. (2017). Culture in Language Learning: Background, Issues and Implications. International Journal of English Language & Translation Studies. 5(1), 23-32. Retrieved
from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.03ce6a5f8a834d008ba51211741d94e0&lang=es&site=eds-live&scope=site
Interview to an English teacher.
Link of video
Topic of the interview.
Relationship between language and culture in the teaching of English
Date and time it was
performed
May 28 at 4:30 p.m.
Place where it was
performed
Norosí Educational Institution
Interviewed name
Roberto Martínez
Profession
English Teacher
Courses in charge:
from sixth to eleventh
grade.
Conclusion about the Unit 1.
Taking into account the existing relationship between language and culture, it is worth noting that culture, from its first contacts with people, is accompanied by a socializing and teaching process in the form of communication. The foreign language teacher can take advantage of the elements that arise from the culture to design strategies more in line with the customs and expectations that students have about learning a second language. But it also takes into account that learning a second language is learning about another culture.
Culture, Language and Education
Investigation about the oral cultural traditions of a choosen country.
Country select:
Austalia.
BUDDAI, THE
AUSTRALIAN ASSOCIATED GIANT OF LOVECRAFT, AND THE MYTH OF THE GIANT ASLEEP OF
THE ABORIGINALS OF AUSTRALIA.
. Universal in the
imaginary of Lovecraft: the hero that crosses narrow spaces; the silence
To illustrate this
epigraph, I have selected motifs present in the imaginary and in the literature
(oral and written) of many cultural traditions, which will allow us to
appreciate the way in which this Lovecraft story folds to them. It deals with
the concepts of penetrating hero and silence.
The hero who
penetrates through narrow spaces is a motif that is repeated in the universal
literature and that seems to have its origin in folk literature. Jose Manuel Pedrosa
has studied and formulated this idea of the symbolism of space and displacement,
from theoretical elements exposed by Claude Lévi-Strauss in his book The
jealous potter, and of several concepts elaborated by Mikhail Bakhtin in his Theory
and Aesthetics of the Novel and in Popular Culture in the Middle Ages and the Renaissance.
Before proceeding to
the application of these theories to the work in question, will reproduce here
several fragments of the story, so that, after reading, they can be made the
corresponding reflections.
The trip to the
interior of the ruins of Nathaniel is a journey through innumerable tunnels and
a breach gap.
. The sleeping giant, the frightful winds and
the spectral moon
In the story of
Lovecraft, a letter appears that the explorer Robert B. F. Mackenzie addresses
Professor Nathaniel Wingate Peaslee. It is dated May 18, 1934, and in She who
can read the following: Blacks have always talked about big stones with signs,
which They seem to inspire a deep terror. They relate them in some way to their
legends about Buddai, the giant old man who has been sleeping for centuries in
the subsoil with his head on his arm, and one day he will wake up and devour
the world.
There are some very
old and semi-forgotten fables of huge huts underground of large stones, where
the passageways lead further and further down and where horrible things
happened. Blacks pretend that on several occasions several warriors, retreating
from a battle, went down to one of those underground and did not they
reappeared, and that some terrible winds began to blow from that place immediately
after the warriors came down
The name Buddai is a
mere lovecraft creation. But, if you crawl yourorigin in relation to Australian
aboriginal folklore, there are very interesting that allow to affirm that the
author was inspired by an Australian royal legend to model your sleeping giant.
Rex Gilroy informs us
that, among the aboriginal legends, they are Fables about ape-men
Conclusions about Unit 2.
The phenomenon of culture and language is intimately related to the need to integrate cultural elements within language; many countries keep a cultural tradition expressed orally and that contribute new elements to the construction of language; Each country has its own oral traditions that are transmitted from generation to generation and that in the end manage to incorporate new elements into the language.
Conclusions: Importance of the course Language and Cluture.
It refers to the close relationship that exists between language and culture and how language can be taught from culture and how culture can be taught from language; the course offers theoretical elements that invite reflection on the current nature of language and culture and how to use them as tools in the process of teaching and learning a second language
References.
Kramsch, Claire. [Hamid Saffari]. (2013, enero16) Claire Kramsch: do we teach language using culture or do we teach culture using language. Retrieved from https://www.youtube.com/watch?v=5Gk9A_dnmK8&t=47s.
Pourkalhor, O. & Esfandiari, N. (2017). Culture in Language Learning: Background, Issues and Implications. International Journal of English Language & Translation Studies. 5(1), 23-32. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.03ce6a5f8a834d008ba51211741d94e0&lang=es&site=eds-live&scope=site
Chan, W. M., Bhatt, S. K., Nagami, M., & Walker, I. (2015). Culture and Foreign Language Education: Insights From Research and Implications for the Practice. Boston: De Gruyter Mouton. (pp. 1-19). Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1045353&lang=es&site=eds-live&scope=site
Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. In B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 207-226). New York: Routledge. Retrieved form https://www.researchgate.net/publication/313795407_Lantolf_J_Thorne_S_L_Poehner_M_2015_Sociocultural_Theory_and_Second_Language_Development_In_B_van_Patten_J_Williams_Eds_Theories_in_Second_Language_Acquisition_pp_207-226_New_York_Routledge
(Pinto, A., 2019). OVI Unit 1 - The relationship between language and culture. Retrieved from http://hdl.handle.net/10596/24299.
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