Revue Maghrébine des Langues
Volume 2, Numéro 1, Pages 217-225
Authors : Neddar Abbès .
To achieve proficiency students need the social knowledge that would enable them to convert the linguistic type into an actual behaviour. This requires a special focus on the social and cultural knowledge of the target language, i.e., give the students a general idea about what, when and how an expression is said in a particular social-cultural event. It is said that when the teacher tries to facilitate access to a particular schema, this might veer him/her from teaching language to that of culture, and it is agreed, at least among certain pedagogical circles, that teaching language is not teaching culture. So, there is a paradox here. On one hand there is a need to give the students a social knowledge about the target language, and on the other we are not asked to focus on the social construct (cultural elements) of the language studied. This poses a problem. Can we dissociate language from culture?
Culture - Discourse - EFL - Teaching
Mahammedi Imane Belkis
Maouche Née Ketfi Salima