Annales de l’université d’Alger
Volume 20, Numéro 2, Pages 36-49
2011-11-30
English For Specific Culture : A New Approach To Efl Textbook Content Writing
Authors : Mohammad Mosa Al Hishoush .
Abstract
Language and culture are interrelated. Language is the product of culture, and culture is a partial reflection of it. Learning an L2 (second/ foreign language) is undoubtedly enhanced by learning about the culture of the people who speak this language. However, the teaching of a foreign language such as English has sometimes been associated with explicit or implicit assumptions about the norms and values of the native speakers' culture which may be, in many cases, in conflict with the learners' cultural values and norms (Sharifian, 1999; Alptekin, 1992; Zaid, 1999). The spread of English in the world is viewed by many people as an act of new colonialism or ''linguistic imperialism' (Phillipson 1992). Even opponents of the concept of 'linguistic imperialism' such as Kramsch (1993:12) agree that L2 instructors who teach English to non-native speakers tend "to transmit with the language a view of the world that reflects only their own values and cultural assumptions." On the other hand, when English textbooks are written by L1 instructors, the local culture is often exaggerated, and this usually results in a culture gap which may hinder the learning and understanding of English (Prodromou, 1988; Kramsch, 1993; Majdzadeh, 2002).
Keywords
Language ;culture ;Learning ;teaching;the world;Prodromou;Kramsch;Majdzadeh
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