This document discusses the relationship between language and culture in three main points:
1) It is not possible to understand or appreciate one without knowing the other, as language constitutes a cultural fact and expresses grammatical rules as well as cultural aspects.
2) Language founds communities and becomes a precondition for culture, as wherever we find cultural works we find an organization of linguistic signs related to a community's experience and culture.
3) It is important for educators to teach language linked to culture, as teaching involves cultural components and seeing how language produces effects on how we feel and conceptualize reality, making us see the world in different ways.
This document discusses the relationship between language and culture in three main points:
1) It is not possible to understand or appreciate one without knowing the other, as language constitutes a cultural fact and expresses grammatical rules as well as cultural aspects.
2) Language founds communities and becomes a precondition for culture, as wherever we find cultural works we find an organization of linguistic signs related to a community's experience and culture.
3) It is important for educators to teach language linked to culture, as teaching involves cultural components and seeing how language produces effects on how we feel and conceptualize reality, making us see the world in different ways.
This document discusses the relationship between language and culture in three main points:
1) It is not possible to understand or appreciate one without knowing the other, as language constitutes a cultural fact and expresses grammatical rules as well as cultural aspects.
2) Language founds communities and becomes a precondition for culture, as wherever we find cultural works we find an organization of linguistic signs related to a community's experience and culture.
3) It is important for educators to teach language linked to culture, as teaching involves cultural components and seeing how language produces effects on how we feel and conceptualize reality, making us see the world in different ways.
UNIT 1. THE RELATIONSHIP BETWEEN LANGUAGE AND CULTURE
STUDENT:
KAREN SULEIMY CARDENAS MACIAS
CODE: 1052404559
GRUOP:
551036_19
TUTOR: ANGIE XIOMARA PINTO
NATIONAL UNIVERSITY OPEN AND DISTANCE
CEAD-DUITAMA
SEPTEMBER 02- 2017
-According to the author Elmes, D (2013). How important it is for members of any society to understand the actual power of their words and actions when they interact? Since we were born we interact. We grow and develop interacting. Our life is an interaction. In recent years, the degree of importance of social interaction between people and organizations, as well as those that occur within each of these, as a fundamental process to meet the objectives of any interaction. Knowledge can not be understood without the interaction of people and their environment. Whether this is more or less aggressive with individuals, interaction exists and is not understood the concept of society or the individual or collective action of people, without such interaction. Therefore, learning is a direct consequence of interaction between people. -Explain widely the relationship between language and culture. "It is not possible to understand or appreciate one without knowing the other" There is no doubt that language constitutes a cultural fact in itself. Proof of this is that in each of the languages of the world not only suffice to know how to express grammatically or linguistically a certain sentence, but we must take into account when expressing other aspects, such as the status of people involved in The process of communication, the purpose of that conversation itself, that is, the result we want to obtain from the communicative process, the different social conventions, the role of each of the participants in the communicative process, and so on. Language founds the community on which all human culture is built, that is, language becomes a precondition for culture. Therefore, wherever we find cultural works we will find as a precondition the language, that is, the community of speakers who organize their linguistic signs (signifiers and meanings) in relation to an organization of the experience of the real that the speakers of those languages, linked to the needs, interests, scope and culture of their community and their history. -Write why it is important as educators to teach a language linked to culture, why does the author say we need not only to hear a language but also smell it? It is very important because teaching does not only imply teaching grammatical structures and vocabulary, but also a whole series of cultural components that are different according to the context in which the teaching-learning process is carried out. Quantity of aspects when thinking about the activities or tasks to prepare for the class. Language and culture, together, constitute the core of teaching a language to non-native speakers. It is not only an emphasis on culture, but also on interculturalism, since the knowledge of other cultures and the coexistence of diverse cultures makes it possible to teach and also to learn a foreign language in a more complete way. For this, the main purpose is to reflect on the relationships between the linguistic and the cultural component, what place it should have in my class, the materials, what strategies I must implement to give it the place it deserves, what role I play teacher ... In short, a new reflection of what until now has been understood by "culture and civilization" in the language class. In this way we perceive the language as it produces psychological and cognitive effects in our way of feel and conceptualize reality, which make us see the world in different ways and also organize it.
-Create a mind map with the way culture and teaching language are related. BIBLIOGRAPHIC REFERENCES
Elmes, D. (2013). The Relationship between Language and Culture. National
Institute of Fitness and Sports in Kanoya International Exchange and Language Education Center. (pp. 11- 18). Recuperado de http://www2.lib.nifs- k.ac.jp/HPBU/annals/an46/46-11.pd