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ON THE CULTURAL ASPECTS OF TEXT AND CONTEXT IN THE GLOTTODIDACTIC PROCESS OF L2 LEARNERS

100%
Polok K.
Acta Neophilologica
|
2013
|
vol. XV/1
125-142
EN
The paper discusses various culture-connected forms of context that can be inferred from a text in the moment it is being dealt with. While presenting mutual counter-dependencies of language and culture the paper offers an analysis of culture-bound aspects of context as they are found to have been functioning from the point of view of one’s text comprehension. This is where the cognitive theory of language as offered by Ronald Langacker [2003] is briefly discussed and mutual forms of correspondence between the text-existing language and the context which comes out as a symbolic unit to be recognized as the cognitive basis of the (con)text-connected reality for the readers are analyzed. Finally, the paper discusses the forms of influence of various culture-connected issues of reasoning upon the linguistic forms of cognitive illustration of the approach towards the description of local environment as they are generally observed in different forms of L2 communication.
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Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching

100%
Zybert J., Lehman I.
Scripta Neophilologica Posnaniensia
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2018
|
issue 18
267-275
PL
Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.
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