In recent years language learning has been increasingly viewed by
some SLA researchers as an essentially social-psychological process
in which the role of a wider sociocultural context should not be
marginalized. This volume offers a valuable contribution to this
growing body of research by providing theoretical considerations
and empirical research data on themes such as the development of
intercultural communicative competence, the role of English as a
lingua franca in intercultural communication, and the place of
cultural factors in SLA theorizing, research, second/foreign
language teaching and teacher training. The volume also contains
contributions which share the linguistic interest in the
culture-related concepts and constructs such as time, modesty,
politeness, and respect, discussing the culture-dependent
differences in conceptualization and their reflection in particular
language forms and linguistic devices.
General
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