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participants’ age, gender, status, social distance and their relations to
each other (e.g. Distance of power and affect); 2) stylistic
appropriateness: politeness strategies, a sense of genres and
registers; 3) cultural factors: background knowledge of the target
language group, major dialects/regional differences, and cross
cultural awareness.
41
Celce-Murcia M. Rethinking the Role of Communicative Competence in Language Teaching/ Soler
E.A., Safond Jorda M.P. (eds). Intercultural Language Use and Language Learning. -Springer, 2007. -
P.46.
56
Nowadays, the most accepted instructional framework in the co-
teaching and learning programms is communicative approach,
whose main goal is to increase learners’ communicative
competence. This theoretical term means being able to use the
linguistic system effectively and appropriately in the target language
and culture. However, it is also demands integrating culture-oriented
instruction. One of the variants of culture-oriented approaches is
linguo-cultural teaching and learning.
A language is a means of communication and a form of culture.
That’s why linguo-cultural approach matches many of the goals of
Communicative Language Teaching by seeking: 1) an integration of
linguistic and cultural learning to facilitate communication and
interaction; 2) the potential co-teaching/co-learning language and
culture to prepare learners to communicate with the representatives
of the native speakers and non-native speakers in English in an
appropriate way. English has become an international language or a
lingua franca (language-mediator), that’s why the bounds of usage
the EL have been extended.
From the position of linguists the linguo-cultural approach is
directed to study the current condition and functioning of a language
and culture in the close interrelation in the different types of
discourse
42
. This approach to FLT gives an opportunity to interpret
the language meaning as a result of cultural experience or as units of
cultural memory of people
43
.
Linguo-cultural teaching and learning is based on the formula
«from language facts to culture facts; from culture facts to language
facts» and directed at developing the «second language personality»
and the certain communicative skills which are necessary for
undertaking the intercultural interaction. This approach presupposes
to study the national-cultural features and differences between the
target and native languages and aims for developing an
intercultural/cross-cultural competence where the thesaurus of
lexicon and thesaurus of conceptual world picture of the native
42
Воробьев В.В. Лингвокультурология. – М.: РУДН, 2008; Маслова В.А.
Лингвокультурология. -М.: Академия, 2007.
43
Красных В.В. Этнопсихолингвистика и лингвокультурология. - М.: Гносис, 2002. -C. 36.
57
speakers are to develop. So, teaching EL integrates itself teaching
culture as a set of beliefs, values and norms shared by community
members, serving their self-identity with this social group. This
competence related to cultural awareness and influenced the
productivity of intercultural communication. The result of
developing the «second language personality» is a set of knowledge,
abilities and skills for productive undertaking of intercultural
communication.
Under the linguo-cultural approach the culture becomes the
means of cognitive activity and language itself is a means of
receiving new information about world picture of the English
language speakers. Linguo-cultural teaching and learning is
implemented through content-based and context-based language
instruction. Content-based teaching of culture focuses on culture-
related information, while context-based instruction emphasizes
real-world situations where people need to behave in culturally
appropriate way. Content-based teaching is knowledge-oriented and
context-based instruction is skill-oriented.
The linguo-cultural aspect runs through all components of
communicative competence, which includes: 1) cultural knowledge
and its representations in language units’ meaning and texts; 2)
skills for comprehension of linguo-cultural information within the
language units and texts; 3) skills to produce texts taking into
consideration the linguo-cultural features.
Within integrating communicative and linguo-cultural teaching
and learning (taking the linguo-cultural component as a point of
departure) a variety of activities in the four language skills are
presented for teaching intercultural communication.
No doubt, that an extended living experience among members
of the target language group is probably the best experience for
language acquisition if the learner has adequate basic preparation in
both linguistic and socio-cultural competence coupled with good
power of observation
44
. In this case the native speaker may become
44
Celce-Murcia M. Rethinking the role of Communicative Competence in language Teaching/ Soler
E.A., Safond Jorda M.P. (eds). Intercultural language Use and Language Learning. -Springer, 2007. -
P.46.
58
as a model that is implicit in both the linguistic and sociolinguistic
competences.
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