Developing Cultural Awareness in Foreign Language Teaching: Keywords
Developing Cultural Awareness in Foreign Language Teaching: Keywords
Developing Cultural Awareness in Foreign Language Teaching: Keywords
INTRODUCTION
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Budaya dan bahasa bagaikan dua sisi mata uang yang tidak dapat dipisahkan
satu sama yang lain. Bahasa merupakan alat ungkap budaya dan budaya
merupakan refleksi perilaku kelompok dalam interaksi sosial. Dalam budaya
diemukan berbagai nilai, aturan, dan sikap yang dihasilkan oleh interaksi
antaranggota kelompok sosial. Setiap kelompok memiliki kekhasan masing-
masing daam berlaku, bertindak, dan bersikap. Bahasa merukana perilaku sosial
yang dimiliki oleh setiap etnis sehingga budaya dan bahasa dua hal yang melekat
dalam kehidupan kelompok tersebut. Hal ini menunjukkan bahwa belajar bahasa
harus sejalan dengan belajar budaya.
Belajar bahasa tidak hanya menguasai grammr, fonologi, morfem, atau leksikal
tetapi juga belajar tentang fitur dan karakteristik budaya yang melekat dengan
diri penutur bahasa target. Komunikasi antarmanusia tidak dapat dihindari
merupakan komunikasi anatarbudaya. Hal ini akan membuat petutur berhadapan
dengan karakteristik budaya yang berbeda. Pembelajar bahasa akan berhadapan
dengan hal-hal yang unik secara budaya dalam bahaa target, seperti cara
bertutur, tekanan suara, cara meminta, memohon, minta maaf, rasa senang,
menolak, dan marah. Semua hal ini meruapakan ekspresi kebahasaan yang ada
dalam suatu budaya penutur. Hal ini menunjukkan bahwa belajar bahasa harus
sejalan dengan belajar budaya.
WHAT IS CULTURE?
WHY IS CULTURE?
Sometimes, some teachers are hardly aware of the necessity of cultural
orientation. Communication is seen as the application of grammatical rules in oral
and written practice. In some case, learning about the target culture is taken as a
threat to the native values, and the importance of linguistically relevant
information is neglected. Since having a close contact with the target culture and
its speakers is a rare opportunity for all language learners in our country, learners
cannot appreciate the importance of learning the cultural aspects of
communication unless they visit a foreign country and experience the difficulties.
Non-verbal aspects of target culture are sometimes picked up from TV serials,
which are far from being helpful for communicative purposes or which may
sometimes impart faulty conceptions.
It should not be forgotten that if the learning of the cultural aspects were
necessary for the learner’s survival abroad, the problem could be minimized; but
when the person faces problems in the comprehension, interpretation, translation
and production of written and oral texts, either as a learner or as a professional,
the problem gets even more serious. That is to say, an analytic look at the native
culture is as important as the learning of the target culture. On the other hand,
problems that arise from the lack of cross-cultural awareness are
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not limited to the verbal side of communication. The paralinguistic aspects and
appropriate manners of behaviour are equally important factors in the
communicatively competent learner’s performance. The fact that culture-bound
hand-signals, postures, mimics, and another ways of behaviour can also cause
miscommunication is neglected.
The teaching of the target culture has to serve the development of cross-cultural
communication. The achievement of this goal is possible with the preparation of
an organized inventory that would include both linguistic and extralinguistic
aspects of the target culture. This way the language could build bridges from one
cognitive system to another (Seelye, 1968). The culture of people refers to all
aspects of shared life in a community. A language is learned and used with a
context, drawing from the culture distinctive meanings and functions which must
be assimilated by language learners if they are to control the language as native
speakers control it.
It is also known that the students, who are in need of developing cultural
awareness and cultural sensitiveness, are normally those who are least disposed
toward these goals. Teacher’s task is to make students aware of cultural
differences, not pass value judgements on these differences. Students learning a
foreign language have to assimilate many new categorizations and codifications
if they are to understand and speak the language as its native speakers do. This
does not mean that the native language of the students could not have
established such distinctions for them. All languages which have been closely
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studied seem to possess the potentiality for expressing all kinds of ideas and
making all kinds of distinctions (Rivers, 1982). Learners should be exposed to
these distinctions as much as possible in the foreign language teaching
classrooms. Therefore, the reasons for familiarizing learners with the cultural
components should be to;
The use of role-play in EFL classrooms can help students to overcome cultural
“fatigue” and it promotes the process of cross-cultural dialogues while at the
same time it provides opportunities for oral communication. Numerous other
techniques –readings, films, simulation, games, culture assimilators, culture
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capsules and culturgrams can be used for language teacher to assist them in the
process of acculturation in the classroom (Chastain:1988).
¾ That they understand that people act the way they do because they
are using options the society allows for satisfying basic physical and
psychological needs.
¾ That they understand that social variables as age, sex, social class, and
place of residence affect the way people speak and behave
¾ That they can demonstrate how people conventionally act in the most
common mundane and crisis situations in the target culture.
¾ That they are aware that culturally conditioned images are associated
with even the most common target words and phrases;
¾ That they are able to evaluate the relative strength of a generality
concerning the target culture in terms of the amount of evidence
substantiating the statement;
¾ That they have developed the skills needed to locate and organize
material about the target culture from the library, mass media, and
personal observation;
¾ That they possess intellectual curiosity about the target culture and
emphaty toward its people.
Another point that needs to be addressed is that if we wish the learners to master
another language, we need to help the learners become communicatively
competent in that language as much as possible. Namely, successful speaking is
not just to master of using grammatically correct words and forms but also
knowing when to use them and under what circumstances. Communicative
competence should incorporate grammatical competence, discourse competence,
and sociolinguistic competence. In other words, if the goal of the language
course is to enable students to reach a level of communicative competence, then
all three components are necessary. The sociolinguistic component of
communication refers to rules of speaking which depend on social, pragmatic,
and cultural elements. Thus, which linguistic realization we choose for making an
apology or a request in any language might depend on the social status of the
speaker or hearer, and on age, sex, or any other social factor. Besides, certain
pragmatic situational conditions might call for the performance of a certain
speech act in one culture but not in another.
The other issue that should be focused is that before learning about culture,
students must be receptive to the concept of learning about cultures other than
their owns. To achieve culture goals, often teacher has to play a role in breaking
down cultural barriers prior to initiating teaching-learning activities. One way to
begin teaching culture on a positive note is to emphasize similarities between
people. Such a beginning should be followed by a discussion of differences
between members of students’ family, between families, between schools and
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between cultures. Moreover, the topics to be used to teach the target language
should be presented in the contexts accompanying the native ones. That is to
say, while teaching a culture specific topic first language equivalent can also be
given in order to enhance learning.
CONCLUSION
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communication. If we are aware of it, it might be easier to find the appropriate
remedy. In this respect Smith (1985:6) advocates that studying English does not
change one’s identity. Student’s ethnic, religious, and political backgrounds
should remain the same. Students will certainly want to use English well and be
acknowledged as doing so, but this does not require them to attempt a change in
their identity. There is no need to become more American or British in order to
use English well. One’s morals or dedication to family traditions need not change
at all.
REFERENCES