Sociokultūrinis ugdymas ir vyresniųjų klasių mokinių anglų kalbos mokymosi motyvai : mokytojų požiūrio tyrimas

LTGimtajai kultūrai būdingi reiškiniai lengvai suprantami tos pačios kultūros atstovams, tačiau susidūrus su svetimos kultūros išskirtinumais net ir paprasčiausi veiksmai gali būti interpretuojami klaidingai. Kalba neatsiejama nuo kultūros, todėl siekiant parengti ugdytinius gyvenimui tarptautinėje visuomenėje, mokantis užsienio kalbos svarbu ugdyti besimokančiųjų sociokultūrinę kompetenciją. Straipsnyje apžvelgiamas sociokultūrinės teorijos kontekstualizavimasis mokslinėje literatūroje ir sociokultūrinės kompetencijos samprata. Analizuojamas anglų kalbos mokytojų požiūris į sociokultūrinį ugdymą ir vyresniųjų klasių mokinių anglų kalbos mokymosi motyvus. [Iš leidinio]Reikšminiai žodžiai: Egzistencinė kompetencija; Mokymosi motyvai; Sociokultūrinė kompetencija; Sociokultūrinė teorija; Sociokultūrinė teorijas; Existential competence; Learning motives; Socio-cultural competence; Socio-cultural theory.

ENSocio-cultural theory perceives the surrounding environment of any human being as the result of social and individual activity. The development of a human being, according to the socio-cultural theory, depends on the culture that is common to the surroundings of a person. Continuous contact with the proximate environment influences a human being in various ways so that a person eventually becomes a part of the surrounding culture. Socio-cultural competence can be described as a unit of personal knowledge, abilities, attitudes, beliefs and values that embraces the fundamental norms of public communication and human relationships as well as language, culture, customs, traditions and many other aspects of everyday human life. Socio-cultural competence is closely related to the learners’ ability to process various cultural events in the process of communication. One of the main language learning goals is the ability to receive and transmit information. Native culture-specific phenomena can be easily comprehended by the representatives of the particular culture; however, when a person gets across certain foreign cultural distinctiveness, even the simplest actions can be interpreted incorrectly. Thus, successful communication with the representatives of various cultures depends on certain socio-cultural knowledge. The development of socio-cultural competence expands personal experience that can be successfully used in various life situations.Oppositely, the misinterpretation of certain cultural contexts can negatively influence general coherence of communication. Socio-cultural theory emphasises the existence of strong links between language and culture. However, the development of socio-cultural competence does not imply just the broadening of information about other cultures but is also closely connected with the development of learners’ public spirit. This creates the possibility to distinguish and transmit the peculiarities of one’s native culture to the representatives of other countries. Socio-cultural education in English language learning can be related to the expression of existential competence. Existential competence is one of socio-cultural competence’s constituent parts that can be identified as the essence of person’s identity development that includes the search for certain attitudes, beliefs and values as well as learners’ consolidation and future life planning within the intercultural society. According to the teachers’ viewpoint, students are interested in foreign cultures and their issues. Students are aware of major cultural distinctiveness because they find it quite easy to notice what differs from their own culture. According to English language teachers’ viewpoint, senior class students relate English language learning mostly with the preparations for their exams, future studies and career prospects as well as with various leisure activities and the general wish to understand language. These assumptions suggest that senior class students can be motivated to learn English when language learning is closely related to their interests and needs, i.e. the importance of exams, future studies, professional practice or various leisure activities. [From the publication]

• Komunikacija / Communication
• Kalbotyra / Linguistics