1887
Volume 41, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Improving the teaching of invisible culture is a recognised need in the TESOL sector. While there are both scholars calling for a more nuanced focus in classrooms, and teachers willing to take this approach, there has yet been no systematic approach developed for its teaching. This paper attempts to bridge the gap between theory and pedagogical need by proposing that the Natural Semantic Metalanguage (NSM) is a useful tool in ELT through which resources for teachers and learners can be developed. In particular, it will discuss the results of a pilot study into using cultural scripts to teach cultural norms, demonstrate how they can be applied to classroom teaching situations, and discuss how materials can be developed from the theories.

Loading

Article metrics loading...

/content/journals/10.1075/aral.17030.sad
2018-10-12
2025-04-22
Loading full text...

Full text loading...

References

  1. Alcón Soler, E.
    (2005) Does instruction work for learning pragmatics in the EFL context?System, 33(3), 417–435. doi: 10.1016/j.system.2005.06.005
    https://doi.org/10.1016/j.system.2005.06.005 [Google Scholar]
  2. Ameka, F. K.
    (1994) Ewe. In C. Goddard & A. Wierzbicka (Eds.), Semantic and Lexical Universals (pp.57–86). Amsterdam: John Benjamins. doi: 10.1075/slcs.25.07ame
    https://doi.org/10.1075/slcs.25.07ame
  3. Barraja-Rohan, A. -M.
    (2000) Teaching conversation and sociocultural norms with conversation analysis. InTeaching languages, teaching cultures (pp.65–77). Melbourne: Applied Linguistics Association of Australia.
    [Google Scholar]
  4. Becker, A. L.
    (2000) Silences across languages. InBeyond translation (pp.283–294). Ann Arbor, University of Michigan Press.
    [Google Scholar]
  5. Bennett, M.
    (1993) How not to be a fluent fool. InNew ways in teaching culture (pp.16–21).
    [Google Scholar]
  6. Besemeres, M. , & Wierzbicka, A.
    (2007) Translating lives. St Lucia: University of Queensland Press.
    [Google Scholar]
  7. Brown, H. D.
    (2007) Teaching by Principles (3rd ed.). White Plains: Pearson Education.
    [Google Scholar]
  8. Bryers, D. , Winstanley, B. , & Cooke, M.
    (2014) The power of discussion. InLanguage issues in migration and integration: Perspectives from teachers and learners (pp.37–54). London: British Council.
    [Google Scholar]
  9. Burwitz-Melzer, E.
    (2001) Teaching intercultural communicative competence through literature. In M. Byram , A. Nichols , & D. Stevens (Eds.), Developing intercultural competence in practice (pp.29–43). Clevedon: Multilingual Matters.10.21832/9781853595356‑004
    https://doi.org/10.21832/9781853595356-004 [Google Scholar]
  10. Cook, V.
    (1999) Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. doi: 10.2307/3587717
    https://doi.org/10.2307/3587717 [Google Scholar]
  11. Cummings, P. J. , & Wolf, H. G.
    (2011) A dictionary of Hong Kong English: Words from the fragrant harbor (Hong Kong English). Aberdeen: Hong Kong University Press
    [Google Scholar]
  12. Dewaele, J. -M.
    (2016) Multi-competence and personality. In V. Cook & L. Wei (Eds.), Cambridge handbook of linguistic multi-competence. New York: Cambridge University Press. doi: 10.1017/CBO9781107425965.019
    https://doi.org/10.1017/CBO9781107425965.019 [Google Scholar]
  13. Ellis, E.
    (2013) The ESL teacher as plurilingual: An Australian perspective. TESOL Quarterly, 47(3), 446–471. doi: 10.1002/tesq.120
    https://doi.org/10.1002/tesq.120 [Google Scholar]
  14. Fernández, S. S.
    (2016) Possible contributions of ethnopragmatics to second language learning and teaching. InLet us have articles betwixt us (pp.185–206). Aarhus: Dept. of English, School of Communication & Culture.
    [Google Scholar]
  15. Goddard, C.
    (2002, February). Cultural scripts and semantic primes: New tools for language teaching and language learning. Keynote address presented at theGlobal Forum on Mind, Culture and Drama in Language Study, Madison.
    [Google Scholar]
  16. (2004) “Cultural scripts”: A new medium for ethnopragmatic instruction. In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp.143–163). Berlin: New York: Mouton de Gruyter. doi: 10.1515/9783110199857.143
    https://doi.org/10.1515/9783110199857.143 [Google Scholar]
  17. (2010) Cultural scripts: Applications to language teaching and intercultural communication. Studies in Pragmatics (Journal of the China Pragmatics Association), 3, 105–119.
    [Google Scholar]
  18. (Ed.) (2017) Minimal English for a global world. Palgrave Macmillan.
    [Google Scholar]
  19. Goddard, C. , & Wierzbicka, A.
    (2002a) Meaning and universal grammar. John Benjamins Publishing.
    [Google Scholar]
  20. (2002b) Semantic primes and universal grammar. InMeaning and universal grammar (pp.77–92). Clevedon: John Benjamins Publishing. doi: 10.1075/slcs.60.08god
    https://doi.org/10.1075/slcs.60.08god [Google Scholar]
  21. (2004) Cultural scripts: What are they and what are they good for. Intercultural Pragmatics. 1(2), 153–166. doi: 10.1515/iprg.2004.1.2.153
    https://doi.org/10.1515/iprg.2004.1.2.153 [Google Scholar]
  22. Goddard, C. , & Ye, Z.
    (2014) Ethnopragmatics. In F. Sharifian (Ed.), The Routledge handbook of language and culture (pp.66–83). Abingdon: Routledge.
    [Google Scholar]
  23. Haugh, M. , & Chang, W. -L. M.
    (2015) Understanding im/politeness across cultures: An interactional approach to raising sociopragmatic awareness. International Review of Applied Linguistics in Language Teaching, 53(4), 389–414. doi: 10.1515/iral‑2015‑0018
    https://doi.org/10.1515/iral-2015-0018 [Google Scholar]
  24. Ifantidou, E.
    (2013) Pragmatic competence and explicit instruction. Journal of Pragmatics, 59, 93–116. doi: 10.1016/j.pragma.2012.12.008
    https://doi.org/10.1016/j.pragma.2012.12.008 [Google Scholar]
  25. Karimnia, A. , & Afghari, A.
    (2010) On the applicability of cultural scripts in teaching L2 compliments. English Language Teaching, 3(3), 71–80. doi: 10.5539/elt.v3n3p71
    https://doi.org/10.5539/elt.v3n3p71 [Google Scholar]
  26. Koike, D. A. , & Pearson, L.
    (2005) The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481–501. doi: 10.1016/j.system.2005.06.008
    https://doi.org/10.1016/j.system.2005.06.008 [Google Scholar]
  27. Levisen, C.
    (2012) Cultural semantics and social cognition. Berlin: Mouton De Gruyter.10.1515/9783110294651
    https://doi.org/10.1515/9783110294651 [Google Scholar]
  28. Liddicoat, A.
    (2000) Everyday speech as culture: Implications for language teaching. InTeaching languages, teaching cultures (pp.51–63). Melbourne: Applied Linguistics Association of Australia.
    [Google Scholar]
  29. Lo Bianco, J. , & Crozet, C.
    (2003) Teaching Invisible Culture. Melbourne: Language Australia.
    [Google Scholar]
  30. Mullan, K.
    (2010) Expressing opinions in French and Australian discourse. Amsterdam: John Benjamins Publishing Company. doi: 10.1075/pbns.200
    https://doi.org/10.1075/pbns.200 [Google Scholar]
  31. Peeters, B.
    (2000) “S’Engager” vs “to show restraint”: Linguistic and cultural relativity in discourse management. In R. Dirven & S. Niemeier (Eds.), Evidence for linguistic relativity (pp.193–222). Amsterdam: John Benjamins Publishing Company10.1075/cilt.198.13pee
    https://doi.org/10.1075/cilt.198.13pee [Google Scholar]
  32. (2004) Tall poppies and egalitarianism in Australian discourse. English World-Wide, 25(1), 1–25.10.1075/eww.25.1.02pee
    https://doi.org/10.1075/eww.25.1.02pee [Google Scholar]
  33. (2013) Language and cultural values: Towards an applied ethnolinguistics for the foreign language classroom. In B. Peeters , K. Mullan , & C. Béal (Eds.), Cross-culturally speaking, speaking cross-culturally (pp.231–260). Cambridge: Cambridge Scholars Publishing.
    [Google Scholar]
  34. Peterson, B.
    (2004) Cultural intelligence. Yarmouth: Intercultural Press.
    [Google Scholar]
  35. Risager, K.
    (2007) Language and culture pedagogy. Clevedon: Multilingual Matters.
    [Google Scholar]
  36. Rose, K. R.
    (2005) On the effects of instruction in second language pragmatics. System, 33(3), 385–399. doi: 10.1016/j.system.2005.06.003
    https://doi.org/10.1016/j.system.2005.06.003 [Google Scholar]
  37. Sharifian, F.
    (2014) Cultural linguistics. In F. Sharifian (Ed.), The Routledge handbook of language and culture (pp.473–492). Abingdon: Routledge.10.4324/9781315793993
    https://doi.org/10.4324/9781315793993 [Google Scholar]
  38. (2015) Cultural linguistics and world Englishes. World Englishes, 34(4), 515–532. doi: 10.1111/weng.12156
    https://doi.org/10.1111/weng.12156 [Google Scholar]
  39. Tomlinson, B. , & Pulverness, A.
    (2013) Materials for cultural awareness. In B. Tomlinson (Ed.), Developing materials for language teaching (pp.443–460). London: Bloomsbury.
    [Google Scholar]
  40. Ur, P.
    (2012) A course in English language teaching (2nd ed.). Cambridge University Press.
    [Google Scholar]
  41. Wierzbicka, A.
    (2003) Cross-cultural pragmatics (2nd ed.). Berlin, New York: Mouton de Gruyter. doi: 10.1515/9783110220964
    https://doi.org/10.1515/9783110220964 [Google Scholar]
  42. (2006) English: Meaning and culture. New York: Oxford University Press. doi: 10.1093/acprof:oso/9780195174748.001.0001
    https://doi.org/10.1093/acprof:oso/9780195174748.001.0001 [Google Scholar]
  43. (2014) Imprisoned in English. New York: Oxford University Press.
    [Google Scholar]
  44. Wierzbicka, A. , & Goddard, C.
    (2013) Words and Meanings. Oxford: Oxford University Press.
    [Google Scholar]
  45. (2015, July). Global English, minimal English: Towards better intercultural communication. Keynote presented at theMinimal English Symposium.
    [Google Scholar]
  46. Williams, M.
    (2001) ‘It must be cultural because I don’t do it’. In M. Byram , A. Nichols , & D. Stevens (Eds.), Developing intercultural competence in practice (pp.111–129). Clevedon: Multilingual Matters.10.21832/9781853595356‑009
    https://doi.org/10.21832/9781853595356-009 [Google Scholar]
  47. Wintergerst, A. C. , & McVeigh, J.
    (2011) Tips for Teaching Culture. White Plains: Pearson Education.
    [Google Scholar]
  48. Wong, J. O.
    (2004) Cultural scripts, ways of speaking and perceptions of personal autonomy: Anglo English vs. Singapore English. Intercultural Pragmatics, 1(2), 231–248.10.1515/iprg.2004.1.2.231
    https://doi.org/10.1515/iprg.2004.1.2.231 [Google Scholar]
  49. Wong, J. , & Waring, H. Z.
    (2010) Conversation analysis and second language pedagogy. New York: Routledge.10.4324/9780203852347
    https://doi.org/10.4324/9780203852347 [Google Scholar]
  50. Ye, Z.
    (2004) Chinese categorization of interpersonal relationships and the cultural logic of Chinese social interaction: An indigenous perspective. Intercultural Pragmatics, 1(2), 211–230.10.1515/iprg.2004.1.2.211
    https://doi.org/10.1515/iprg.2004.1.2.211 [Google Scholar]
  51. (2017a) The semantics of nouns. In Z. Ye (Ed.), The semantics of nouns (pp.1–18). Oxford: Oxford University Press.
    [Google Scholar]
  52. (Ed.) (2017b) The semantics of nouns. Oxford: Oxford University Press.
    [Google Scholar]
/content/journals/10.1075/aral.17030.sad
Loading
/content/journals/10.1075/aral.17030.sad
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error