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The teaching of culture and interculturality is today viewed as an
integral part of foreign language education. This book presents
insights from recent research on the role of culture in
second/foreign and heritage language education. It contains 14
chapters including an introductory chapter that discusses
diachronically the evolving notion of culture and how the
sociocultural view of culture as a complex and dynamic concept
informs language teaching and language learning research. The
chapters following the introduction are organised in four parts
focusing on: 1) the teacher's role in integrated language and
culture learning; 2) the interrelationship between culture,
identity, and language learning and use; 3) the effect of culture
on learner characteristics which impact language learning processes
and outcomes; and 4) curriculum development aimed at fostering
language and culture learning. The chapters in Parts 1 to 3 present
contributions from current research - either in the form of the
authors' original studies or comprehensive reviews of relevant
essential research - which bears important implications for
curricular practice in foreign language and language teacher
education. This close link between research, theory and practice is
also maintained in the two chapters in Part 4, which present
developmental projects based on well-grounded theoretical
frameworks.
Learner characteristics have been at the center of second language
acquisition and foreign language education research in response to
the puzzling questions: Why are there often large differences in
second language (L2) learning achievement and why do many learners,
though proficient first language speakers, not succeed in learning
a L2? The papers in this book explore and challenge the three key
factors in individual difference research: language aptitude,
language learning strategies and motivation.
Nearly half a century has passed since Hymes proposed the concept
of communicative competence to describe the knowledge and skills
required for the appropriate use of language in a social context.
During these decades, a number of scholars have applied and refined
this concept. In language education, communicative competence has
been identified as a major objective of learning. This book will
inform readers about communicative competence as a highly complex
construct encompassing an array of sub-competencies such as
linguistic skills and proficiencies, knowledge of socio-cultural
and socio-pragmatic codes, and the ability to engage in textual and
conversational discourse. Findings from research in related
disciplines have pointed to the significance of factors that can
contribute to the attainment of communicative competence. Various
teaching practices and relevant Information and Communication
Technology (ICT) tools will be also introduced and discussed to
achieve communicative competence as a complex ability. It is a
timely contribution to current research on key areas in the
teaching, learning and acquisition of second/foreign languages.
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