existence'. When discussing what to teach at the beginning of this article, I argued that there was a missing link between knowledge of the foreign culture and procedural socio-cultural skills. I believe that what is lacking is communication and interaction, a dialectic dialogue between two or more subjects interpreting and negotiating meaning. Ricoeur (Kvalsvik 1985) argues that only through interaction with others, and not through introspection, can we experience our own identity. In a context of dialogue with the foreign culture, I want to interpret 'others' as both texts and persons.
Ricoeur's view adds to the above an aspect of cultural awareness which I believe to be essential in relation to personal development and growth: through interaction with the 'other' one gains an increased understanding not only of the 'other', but also of 'self. The foreign culture provides the mirror in which we can see ourselves reflected; it provides an outside to our inside.
While learning a foreign language, the learner will bring his own culture into the communication process with the foreign culture, whether it is in reading a foreign text or in speaking to a representative of that particular language community. With regard to intercultural awareness this must be seen as an interdependent relationship between cultures which constitutes a dynamic enrichment for 'self as well as the 'other'.
References:
Bourdieu, P. (1994) Language and Symbolic Power. Oxford: Polity无忧论文 【http://www.uklunwen.com】 Press
Byram, M., Morgan, C. et al. (1994) Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters.
Byram, M., Zarate, G. and Neuner, G. (1997) Sociocultural competence in language learning and teaching. Strasbourg: Council of Europe Publishing
Fenner, A. (1997) “Sociocultural competence in a ‘learning to learn’ context” in Byram, M and G. Zarate (eds.): The sociocultural and intercultural dimension of language learning and teaching. Strasbourg: Council of Europe Publishing
Foucault, M. (1983) “The Subject and the Power”, afterword to Dreyfus and Rainbow, Michel Foucault: Beyond Structuralism and Hermeneutics. Chicago: University of Chicago press
Kelly, G. (1963) A Theory of Personality. New York: W. W. Norton & Company
Kvalsvik, B. N. (1985) “Forteljinga, kulturen, historia. Paul Ricoeur i samtale med Bjørn Nick. Kvalsvik” Samtiden 4.
Little, D. (1991) Learner Autonomy. 1: Definitions, issues and problems. Dublin: Authentik.
Nicolaysen, B. K. (1977) “Den mimetiske utfordringa. Tekstomgrepet i Paul Ricoeurs hermeneutikk”. In Omvegar fører lengst. Stykkvise essays om forståing. Oslo: Samlaget
Ricoeur, P. (1969) Le conflits des interprétations, Essais d’hermeneutique. Paris: Seuil
Selinker, L. (1972) ”Interlanguage”. International Review of Applied Linguistics X: 209-230
Skjervheim, H. (1992) “Eit grunnproblem I pedagogisk filosofi” in Dale, E. L. (ed.) Pedagogisk filosofi. Oslo: Ad Notam Gyldendal
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