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ultural capital and to give them access to the literary canon and thus the 'symbolic power' we as teachers and textbook authors possess and exercise (Bourdieu 1994). T believe this access to be necessary if we want our learners to develop into critical human beings. School education in general and language learning in particular can provide this opportunity for 'personal growth' or 'Bildung'.
Reading an authentic literary text in the foreign language can be seen as a personal encounter with the foreign culture. If the process of reading and interpreting a text is seen as an attempt to produce meaning from the multiplicity and polyphony of that particular text, the learner enters into a dialogue with the text and the foreign culture in a productive subject-
subject relationship. The reading process is individual and authentic and there is not only scope for the individual learner's interpretation and understanding, but also a need for it. Without the reader, the text is just a series of written signs on paper; it is the individual reader with his or her pre-knowledge and 'personal constructs' (Kelly 1963) who brings meaning to the text. He or she becomes a participant in a creative process of establishing knowledge of a culture as well as developing culture as a dynamic force.
Socio-cultural Competence (savoir-faire)
Usually socio-cultural competence is seen as a set of skills which the foreign language learner has to be acquainted with in order to cope in the targ无忧论文 【http://www.uklunwen.com】et culture. As argued previously, it has been one of the two main components in the teaching of culture, increasing greatly in importance with the development of a communicative approach to language teaching. Through dialogues and other speech-patterns textbooks have given the foreign language learner models for what to say and how to act in various hypothetical social situations in the target culture. Sample dialogues have often been followed by role-play and information gap tasks. Such tasks can be important for developing socio-cultural skills, but they tend to become ritualistic and meaningless to the learner. Also one can question the belief that learners will automatically be able to transfer skills developed in the classroom to the real situation. Because neither skills nor knowledge can be transferred automatically, socio-cultural competence has to be developed through a more comprehensive understanding of interaction with the foreign culture.
What happens in the foreign language classroom is usually a simulation of encounters and communication with the foreign language and culture. There is no reason why we should not make this simulated situation as close to real interaction with the foreign culture as possible. A first step in this process is to define the encounter as interaction and to choose approaches which enhance the interactional aspect. Interaction can be with texts spoken by real people or it can be with written texts. Through dialogue and interaction w |
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