Cultural understanding in EFL reading in Argentina
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Cultural understanding in EFL reading in Argentina

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Published by Nova Science Publishers in Hauppauge, N.Y .
Written in English

Book details:

Edition Notes

Includes index.

StatementMelina Porto
SeriesFocus on civilization and cultures
LC ClassificationsPE3370.2 .P67 2010
The Physical Object
Paginationx, 91 p. ;
Number of Pages91
ID Numbers
Open LibraryOL24493783M
ISBN 109781616683184
LC Control Number2010012155

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Cultural understanding in EFL reading in Argentina Saved in: Restrictions on access to electronic version: access available to SOAS staff and students only, using SOAS id and password. culture in EFL textbooks and why this could be important to investigate. This review sets out to examine (1) the current research on what cultural content in EFL textbooks exists, (2) how the cultural content is represented and (3) what impact or consequences the cultural content might have on students’ intercultural competence and : Patrik Aguirre Quiroga.   This article problematizes current, quantitative approaches to the analysis of culture in foreign language textbooks as objectifying culture, and offers an alternative, semiotic framework that examines texts, images, and tasks as merely engendering particular meanings in the act of by: This book is an interesting read that addresses the reputation Argentina has as seeming "European", among other topics. It's a look at the more general history, culture and politics of the country through a mix of songs, articles, comic strips, scholarly essays, poems and short stories, most of which have been written by Argentines.

Cultural Elements in EFL Course Books As can be observed from Table 1, regarding the social factors, except for very few themes like stereotypes (0%) and architecture (%) outer circle cultural. A conclusion can be drawn like this: the cultural cont ent in English as foreign language (henceforth EFL) textbooks is one of the best resources for introducing culture knowledge to learners in China, and the cultural content in EFL textbooks is and will be the critical element even the determining element for. current chapter ends with some helpful techniques for the teaching of reading to EFL learners. The Reading Skill Defined Listening, speaking, reading and writing are regarded as the four fundamental skills to acquire/learn a foreign language. The reading skill is a necessary skill for aAuthor: Wahiba Babaiba. Authentic Materials and Cultural Content in EFL Classrooms content is a key to effective teaching and learning a language provided that problems arising from introducing culture into EFL classroom are dealt with effectively and teaching strategies and learning materials are chosen appropriately. speakers as well as about one's own.

culture in the EFL classroom in three different institutions in La Plata, Argentina. In order to do this, eleven EFL teachers who were using three different EFL textbooks (World English 3, Laser B1+, and Upstream B2+) were interviewed using a semi-structured questionnaire. Also, with the aim of determining to what extent these textbooks reflect. understanding of native culture and target culture; (5) Making students know that people’s behavior was affected by culture. The cultivation of students’ cultural awareness in EFL teaching can encourage students to break the obstacles of intercommunication and master the culture of the target language, and in turn, promote teaching effect. Teaching Culture in the EFL/ESL classroom Abstract This article is intended to discuss prominent issues in teaching culture to second and foreign language students. The concepts of language and culture will be defined, respectively. Next, the characteristics and components of culture will be presented. In addition, commonly used terms inFile Size: KB. Introduction. Communicative textbooks occupy a main place in teaching English as a foreign language (EFL) because many teachers depend on them as the bases for helping learners develop communicative competence: the ability to use language, convey messages, and negotiate meaning with other speakers in social contexts of real life (Bachman, ; Savignon, , ).Cited by: 7.