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 论文编号：
lw200701122229251685 |
| 论文属性：
essay |
| 论文语言：English |
| 论文国家：China |
| 登出日期： 2007-01-12 |
| 字数： 4294 |
| 源程序：
无 |
| 价格：
免费论文 |
| 注明： |
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| 论文大纲，目录 |
| 关键词搜索：Cultural Awareness |
owledge of the foreign culture, but also on knowledge of one's own culture. Any process of comparison or contrasting has its starting point in the learner's pre-knowledge. I have previously stated that culture is more than what is 'out there', it is also how we see what is there. From this it naturally follows that the learner's perception of his or her own culture as well as of the foreign culture are important factors in the development of cultural awareness of the individual. And we are talking about individual processes: the learner's 'habitus' (Bourdieu 1994: 12) and 'cultural capital' (Bourdieu 1994:14) vary from one learner to the other. 'Habitus' as used by Bourdieu is a 'set of dispositions which incline agents to act and react in certain ways'. The dispositions reflect social conditions of the individual's background and differ from one social class to another, and even more from one nationality to another. According to Bourdieu the learner's habitus will generate practices, perceptions and attitudes which are not consciously coordinated and will thus be a determining factor in acquiring knowledge. 'Cultural capital' is a concept used by Bourdieu to describe the knowledge, skills and other cultural acquisitions which the individual possesses. Again this is dependent on social background and will vary from one learner to another. In our context it must be seen as an educational goal to increase the individual's cultural capital, building on what each learner brings i英语论文网 【http://www.51lunwen.org】nto school and the language classroom.
Facts are important in the process of building up knowledge. Over the past decades, however, textbooks have perhaps contained too little factual knowledge. Methodology has focused more on how to develop communicative skills from what might seem a bare minimum of cultural facts, and these facts have been mainly concerned with the everyday lives of representatives of the foreign language community, to a large extent the everyday lives of young people. In a misunderstood attempt to engage and motivate young learners, textbook authors have constructed a large number of texts about discotheques and hobbies, texts without conflict, which many learners find boring. Might it not be that this age group is more interested in the unknown and exotic than in their own lives and their own problems?
It is difficult to decide whether a particular age group is interested in specific topics; the main aim must be to present learners with a variety of texts in a variety of genres so that there might be something for most learners to identify with in one way or another. Paintings, photographs, music and written texts should, for the reasons I have suggested, to a large extent be authentic. There is a vast difference between a text relating or describing a specific phenomenon in the foreign culture, written by a foreign textbook author seen with the foreigner's eyes, and the text on the same topic written for children or young people within the native c
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