Trends, Directions and Implications
Edited By Arne Peters and Neele Mundt
This book offers a range of empirically-based case studies in the field of cultural linguistics and neighbouring disciplines such as intercultural pragmatics and language pedagogy. The first section explores intercultural communication and cross-linguistic/cross-cultural investigations in settings such as Brazil, Nigeria, Cameroon, Tanzania, Morocco, France and Canada. The second section focuses on applications of cultural linguistics in the field of foreign language teaching. By drawing on English as a Foreign Language and English as a Second Language contexts, the case studies presented further examine the ramification of cultural linguistics in the language classroom, enabling a better understanding of culture-specific conceptual differences between learners’ first and target language(s).
Exploring L2 readers’ metacultural competence through a video-based cooperative approach (Jennifer Schluer)
Exploring L2 readers’ metacultural competence through a video-based cooperative approach
Second- or foreign-language (L2) reading is a largely hidden and silent process during which differing cultural conceptualisations can easily go unnoticed (cf. Finkbeiner 2005: 422; Schluer 2017). Notably, L2 learners’ pre-existing conceptualisations might differ from the cultural conceptualisations that are presupposed by authentic texts in the target language. Non-awareness of such mismatches can have severe implications for text comprehension, as research in the field of schema theory has repeatedly shown (e.g. Bransford 2004; Carrell and Eisterhold 1983; Rumelhart and Ortony 1977; Semino 2013). From a Cultural Linguistics perspective, however, these authentic texts may serve as a foundation for conceptual explorations and comparisons between learners’ own conceptualisations and those of others (Dinh 2017: 724). The current research will therefore scrutinise English as a Foreign Language (EFL) learners’ understanding of US texts, their awareness of conceptual variation and their strategies to explicate and negotiate their comprehension of the intended target conceptualisations in relation to their own pre-existing conceptualisations. Thus, the present paper puts an emphasis on L2 readers’ metacultural competence as a crucial skill to communicate, explain and negotiate cultural conceptualisations.
While prior research has mostly concentrated on verbal modes of expression, the current study utilises videography to gain a more precise and complete depiction of L2 learners’ metacultural competence through a multimodal analysis. The database is a comprehensive video corpus of German L2 learners of English engaging in collaborative text...
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