Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones...Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.展开更多
At present, quality education is proceeding in full swing in China. English education provided by colleges and universities of China has gone through a series of reform and gained relatively rapid development to a cer...At present, quality education is proceeding in full swing in China. English education provided by colleges and universities of China has gone through a series of reform and gained relatively rapid development to a certain degree. English has become an international language, and most companies have listed English proficiency as an important requirement for hiring employees, which indicates that English teaching in classrooms of colleges and universities is of great importance. However, cultural conflict between teachers and students in English classes provided by colleges and universities has been gradually drawing people＇s attention and has an impact on quality of English teaching provided by colleges and universities. In this paper, the current situation of cultural conflict is introduced and several solutions for solving such cultural conflicts are put forward, which may be viewed as a reflection.展开更多
文摘Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.
文摘At present, quality education is proceeding in full swing in China. English education provided by colleges and universities of China has gone through a series of reform and gained relatively rapid development to a certain degree. English has become an international language, and most companies have listed English proficiency as an important requirement for hiring employees, which indicates that English teaching in classrooms of colleges and universities is of great importance. However, cultural conflict between teachers and students in English classes provided by colleges and universities has been gradually drawing people＇s attention and has an impact on quality of English teaching provided by colleges and universities. In this paper, the current situation of cultural conflict is introduced and several solutions for solving such cultural conflicts are put forward, which may be viewed as a reflection.
