Cultural Awareness in FL Teaching

다국어 초록 (Multilingual Abstract)

The topic about how language can shape our most thoughts have important implications not only for the lingusistic science but also for psycholinguistic domains. I reexamined Sapir-Whorf hypothesis in the light of his linguistic weltanschauung and captured some implications in universal language and foreign language learning. Language is affected by social factors or culture. Sapir-Whorf hypothesis stressed that culture was conditioned by the type of the language, which is directly influenced by the process of acquiring language. This ideas have initially formulated from Sapir's words, with a profound influence from wilhlem von Humbolt's "the Weltanschauung Theory".
Whorf assumed that language is designed to express one's thought and that therefore the structure of language must reflect the structure of the individual's way of thinking. Much of the evidence he cited in favor of the hypothesis is based on vocabulary differences. We, however, have seen that a language may embody distinctions, that are significated to one's culture, but it does create those distinctions, nor does it limit its speakers to them.
We need not deny the hypothesis too quickly. Not many languages have studied in the same detail as color terms, and perhaps support for the hypothesis will yet be found in other domains. Enought support has not been found for its major claims. Sapir-Whorf hypothesis calls for our attention. That is, when we need to make fine discriminations in a particular field. it is helpful to have a vocabulary that expresses these discriminations. Although a distinction must exist in someone's mind before a term can be made up to embody it, the importance of that embodiment should not be easily talked about. Though often annoying and sometimes pretentious, the jargon of a field plays an important cognitive role.
From the psycholinguistic point of view, Whorf's ideas fan to explain in explicit terms the notion of linguistic universal. Whorf's ideas would for the time being represent too much of an explanation form available data especially in psycholinguistic domains.

목차 (Table of Contents)

• 1. INTRODUCTION
• 2. FL TEACHING AND COMMUNICTIVE COMPETENCE
• 2.1 Foreign Language and Second Language
• 2.2 Teaching and Learning
• 2.3 Competence and Performance
• 2.4 Communicative Competence
• 2.5 Linguistic Skills and Communicative Abilities
• 3. CULTURAL AWARENESS OF THE IDENTITY OF LANGUAGE
• 3.1 Language of Culture for Teaching
• 3.2 Language Behavior within Culture
• 4. CONCLUSION