Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
Ketevan Gochitashvili
Ivane Javakhshvili Tbilisi State University, Georgia
Integration of the Cultural Component
in The Elearning Language Course
ABSTRACT
Teaching the target culture in second language context is one of the fundaments of Bilingual Education
concept. Culture dictates us “communicative rules”. Culture as a fifth skill means that learner is
able to perceive, recognize and value cultural differences. In this paper we have presented some samples
of the unsuccessful communication caused with the lack of “cultural knowledge”.
We, also, have discussed learning activities for the bilingual class students. It must be admitted that
cultural education is too important for the students with different cultural background and experience.
While teaching target culture teachers have different options : (literature, human as a cultural
source, “culture capsules,” Role Play etc.) one of the main tasks of educators is to provide the opportunity
for the learners to transfer gained knowledge in practice.
Practical examples and recommendations are based on the Georgian reality and will help Curriculum
developers, Language textbook authors and language teachers in their practical works.
In the article we have emphasized that growing the cultural competence supports learner’s ability to
get familiar with etiquette, cultural norms and behavior standards that are characteristic for target
culture, which is the prerequisite for the full and successful integration in the multicultural society.
The dialectical connection between language and culture has always been a concern of foreign language
teachers and educators. Teaching target culture in the Second Language contexts is one of the basic tasks of
the people involved in the language teaching process as “ culture and communication are inseparable because
culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps
to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances
under which various messages may or may not be sent, noticed, or interpreted... Culture...is the
foundation of communication” (Samovar, 1981). Culture is complex matrix as it involves many ingredients,
such a religion, gender, social customs, and so on. Culture covers almost all aspects of human life, including
the things, people learn to do. Culture defines our thoughts, behavior, values and etc. Culture can be separated
into two general categories: (Big culture _ “Big C” and Little culture _ Little C”). They are extremely valuable
in language teaching process. We all learned some “Big C” in our language classes: Who are the great
writers, artists, musicians, politicians, scientist of the target culture? What are the lasting, famous works of art,
music and literature? What ate great moments in this culture’s history? The analysis of foreign and familiar
cultures. (Nada Salem Abisamra) What about Small culture (beliefs, features of daily life, standards of behavior,
morality commonly, we have the lack of knowledge. Second language teachers and curriculum developers
should realize that knowing of everyday life’s elements is a prerequisite for acquiring “Big Culture”.
Generally, art is based and involves, universal knowledge and values, on the one hand and Ethnic, local values
and experiences, on the other hand. Thus, Second Language Curriculum authors should take into consideration
the fact to provide students with the information about both, Big and Little cultures . Properly chosen
teaching materials and learning activities support students to receive ,tolerate and value different cultures, no
matter how big is difference between students native and target cultures. Culture and language are deeply related
in that language can be used to reflect the culture of a particular society or the language can reflect the
culture and its world view. Language is used to express and sustain culture and cultural associations that exist
355