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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Students as Cultural Resources Modern societies are culturally and ethnically more diverse than they have ever been. To invite target language and culture representative in the classroom and engage him/her in the class and extracurricular activities is very effective for raising language and cultural competencies. Presented with the native informal environment, like family-life, everyday customs, informal language are especially valuable. These students can share authentic insights into the home and cultural life of native speakers of the language. Moreover, teachers can also invite guest speakers, who will talk about their experiences of the foreign country. As we already mentioned, language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members of the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior. Knowledge getting from the first hand is very helpful. We are able to offer prepared video materials, use blogs, videoconference , chat and etc. integrated in to the course. Literature Literary texts are often replete with cultural information and evoke memorable reactions for readers. Texts that are carefully selected for a given group of students and with specific goals in mind can be very helpful in allowing students to acquire insight into a culture. One study compared the level and quality of recollection when two different groups of students learned about Côte D’Ivoire One group studied a fact sheet and a second studied a poem about colonialism in Côte D’Ivoire. The researchers found that group that studied the fact sheet retained very little information about the Côte D’Ivoire culture, whereas the group that read the poem showed a capacity to empathize with the personal history of the Côte D’Ivoire people. First of all, literary texts are an untapped resource of authentic language that learners can avail themselves of. Exposure to literary works can help them to expand their language awareness and develop their language competence. Moreover, trying to interpret and account for the values, assumptions, and beliefs infusing the literary texts of the target culture is instrumental in defining and redefining those obtaining in the home culture. Of course, literature can extend to cover the use of film and television in the FL classroom, for they ‘have the capacity…to present language and situation simultaneously, that is, language in fully contextualized form’ (Corder, 1968). Using links to the authentic WebPages and internet libraries, discussions and chats make the elearning language courses alive and interesting. It is very effective to combine screen versions with the literature texts in course. Film/TV Integrated in the language course film and television segments offer students an opportunity to witness behaviors that are not obvious in texts. Film is often one of the more current and comprehensive ways to encapsulate the look, feel, and rhythm of a culture. Film also connects students with language and cultural issues simultaneously such as depicting conversational timing or turn-taking in conversation. For our personal teaching experience, students achieved significant gains in overall cultural knowledge after watching videos from the target culture in the classroom. Culture is not a static phenomena. In movies and TV programs all contemporary customs, behavior, way of expressing feelings (verbally and non-verbally are illustrated. Elearning language courses have advantage to integrate pieces (or even full versions) of movies and TV programs for their purposes. As we know, language changes reflect in written sources at least 20-30 years later. As for movies and TV, they react immediately on language changes. It makes clear importance of movies and TV programs in language learning process. Elearning language course developers should take these advantage and integrate movies and parts of TV programs in their courses. 359
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Conclusion Culture must be fully incorporated as a vital component of language learning. How should we evaluate our student’s successes? The evaluation e-tools include self-tests, surveys, and quizzes with a variety of question types, giving instructors unlimited flexibility in how they choose to incorporate assessments into their courses. REFERENCES Corder, S. PFilm and Television in Modern Language Teaching. In Jalling, H. (ed.). Modern Language Teaching. London: Oxford University Press. . 1968., pp. 89-91. Dimitrios Thanasoulas; The Importance Of Teaching Culture In The Foreign Language Classroom; 2001; http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html; Krasner I, ,The Rrole of Culture in LanguageTteaching. Dialog on Language Instruction, 1999; pp. 13 (1- 2), 79-88. Nada Salem Abisamra, Teaching Culture. Strategies and Technologies. http://www.nadasisland.com/culture/ and Bronwyn Coltrane, Culture in Second Language Teaching; December 2000; http://www.cal.org/resources/digest/0309peterson.html National Standards in Foreign Language Education Project, standards for foreign language learning in the 21st century. Yonkers, NY: Author.1996, p. 27; Samovar Larry A., Porter Richard E, & Jain Nemi C; Understanding intercultural communication, Wadsworth Pub. Co. (Belmont, Calif. 1981, p 5 360
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