The Important Dimension of the Methodological Language Learning Model
Papers
Vytautas Šernas
Published 2006-01-01
https://doi.org/10.15388/ActPaed.2006.16.9713
PDF (Lithuanian)

Keywords

cultural dimension
cultural education
multilingualism
language learning

How to Cite

Šernas, V. (2006) “The Important Dimension of the Methodological Language Learning Model”, Acta Paedagogica Vilnensia, 16, pp. 118–126. doi:10.15388/ActPaed.2006.16.9713.

Abstract

The object of the article – methodological cultural dimension of language learning. There are briefly observed other models as well (acculturation, nativization, denativization) which are related to a country’s strategy and tactics of the cultural development. On the basis of the research there are revealed relations of the culture and language indicated the main areas: spiritual culture: literature, music, art, architecture, etc.; a country's realia: habits, traditions, folk songs, humour, etc.; a country's geography, history; material civilization; culture-bound language phenomena (specific lexis, etc.). The article reveals the purpose of the methodological theoretical model of language learning: to ensure pure multilingualism in the process of implementation. It also deals with the differentiated interaction of cultures of the countries speaking Lm, L1, L2 languages taking place in a person's psyche. The article highlights the interaction of mother and foreign countries' cultures, there are given examples. At the end of the article there are enumerated some burning issues: 1) the development of system of original textbooks for each foreign language with the reference not only to the linguistic but to the cultural dimension as well; 2) the improved language teachers training; their retraining; 3) the expanded research of the cultural dimension; 4) the expanded metacognitive research of autonomous language learning, as the process of language learning is superindividual.
PDF (Lithuanian)

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