The question of culture: EFL teaching in non-English-speaking countries

ELT Journal 01/1984; 38:14-20. DOI: 10.1093/elt/38.1.14
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    ABSTRACT: In 2004 The New York Times (NYT) launched a weekly Times Supplement (TS) with Taiwan’s United Daily News. This article aims to explore non-lexicalized allusion variation between TS headlines and NYT headlines as a discourse strategy. A textual survey was conducted on a corpus comprising 605 TS news articles and their corresponding NYT articles. Non-lexicalized allusions were identified and explored within a reader-oriented approach. And a stylistic analysis was performed to explore cognitive, pragmatic, and rhetorical roles of non-lexicalized allusions in the corpus. The results show that non-lexicalized allusions occur in far fewer TS than NYT headlines. The allusion downsizing increases the accessibility of TS headlines to general TS readers at the cost of cultural diverseness and stylistic expressiveness in the headline language, making the language of TS headlines stylistically more restricted and culturally less Western. NYT headline language exemplifies English as a native language (ENL), whereas TS headline language is a specific genre of English as an international language (EIL). This article also discusses cultural implications of non-lexicalized allusions for EIL learning. It is pointed out that EIL is an integration of elements of all varieties of English involved in international or intercultural discourse. The cultural knowledge behind non-lexicalized allusions dealt with in this article represents one such element of EIL.
    Discourse &amp Communication 01/2011; 5(1):41-63. · 0.94 Impact Factor
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    ABSTRACT: One of the aims of the paper is to stress out the imperative of training military language learners as people meant to become intercultural ‘speakers' as well as ‘mediators’ in order to be successful not only in communicating information in foreign languages, but also in developing a human relationship with people of other languages and cultures. The prime objective of the project conducted in “Carol I” National Defense University of Bucharest, Romania, was to analyze critically the way in which cooperative learning methods towards education for intercultural understanding and conflict resolution are used in our institution to promote greater mutual understanding, team work, joint decision making and acceptance of difference and ‘otherness’ in order to prepare our military students for exposure to the present multicultural environments.
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    ABSTRACT: Many language instructors in colleges and universities around the world have teaching assistants to help them with the teaching. Since 1968, the Fulbright Foreign Language Teaching Assistant (FLTA) program has aimed to strengthen foreign language instruction at U.S. educational institutions by establishing a native speaker presence. As one of the first group of Fulbright Chinese Language Assistants, the author worked at the College of Wooster in the United States from August, 2005 to May, 2006. At the beginning of the paper, the author gave a brief introduction of Fulbright FLTA program. Then the author described five cultural activities that Fulbright FLTAs could employ in foreign language learners' learning process: giving presentations, teaching songs, watching movies, organizing free tea or coffee breaks, and holding free talks. The following section discussed two phenomena that FLTAs should avoid, that is, ethnocentrism and cultural stereotyping. The author pointed out in the conclusion that Fulbright language assistants should make efforts to be qualified cultural ambassadors.


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May 30, 2014