Social and Cultural Focus in EFL Learning. Does Understanding Target Language Culture Increase Interaction in the EFL Classroom?

Hamza Alshenqeeti

doi:10.5296/ijl.v8i6.10265

Abstract

The value of encouraging interaction in the EFL classroom has been well documented in the literature and numerous methods have been indicated as being beneficial in this respect. Similarly, there is also a growing recognition of the value of incorporating social and cultural learning about the target language and its speakers into the EFL curriculum. In line with Vygotsky’s view that learning is social construction that occurs when individual integrate and participate in activities and knowledge sharing, this would suggest that incorporating cultural and social learning into the language learning classroom can increase the integration of students. Drawing on definitions of culture, highlighting potential routes to providing information about target language culture and identifying the connections between cultural knowledge and language proficiency and communicative competence, the perspective is put forward that social and cultural learning can lead to increased integration in the EFL classroom.

Highlights

There is widespread recognition that encouraging English as a foreign language (EFL) students to interact during lessons supports motivation and improves competence and understanding of the target language (Wu et al, 2011; Chang, 2010; Tuan and Nhu, 2010)
Much has been written in the past about the importance of student interaction and collaboration in the EFL classroom, and the contribution it makes to enhanced, collaborative and social learning
When a student is curious about the target language culture, their interest and motivation to learn the language is increased, which suggests that incorporation of social/cultural learning could enhance classroom interaction

Summary

Introduction

There is widespread recognition that encouraging English as a foreign language (EFL) students to interact during lessons supports motivation and improves competence and understanding of the target language (Wu et al, 2011; Chang, 2010; Tuan and Nhu, 2010). There is a growing recognition that combining learning about the target culture with second/foreign language learning can be beneficial in terms of communicative proficiency and ability (Byram and Feng, 2004; Blake, 2011). The reason for this is that does increased cultural awareness contribute to increased intercultural understanding, known as cultural competence (Jin, 2015), but the suggestion exists that increasing cultural knowledge and awareness of a target community contributes to improved communicative competence and language ability (Lazar, 2015; Leckie, 2015). Examining how socio-pragmatic understanding, communicative competence and technology can be combined in the EFL classroom to enhance the relationship between cultural learning and language competency

Background

Classroom Interaction

Culture and Language Learning

Intercultural Competence

Discussion and Conclusion