Contents: inroduction chapter. I. The interaction of language and culture in english

CONCLUSION
This usually happens when learning a new language, whether it is a second language or a foreign language that includes a cultural component. This has long been the norm for language teaching, and most teachers will tell you that it is an important part of the subject. It is stated in the Objectives section of the English curriculum that it should "contribute to the study of English to provide an understanding of the lifestyles and different cultures of people for whom English is the main or official language" and one is "Culture, Society, and Literature" majors, which "focus on cultural understanding in the broadest sense."
Although culture is part of language teaching, its position has changed over time. Lund summarizes the reasons why culture was and still is. There are four points to focus on in language learning. The first is related to learner motivation, for example learning about the target language country and its speakers is a motivating factor for students. The second point is related to language learning and communication skills; Cultural knowledge helps students communicate in the target language and make better connections. The third point is the general development of students' knowledge, because it contributes to the cognitive development of English and the study of cultural topics in the subject of general knowledge of students. Finally, the last point is intercultural competence; to gain an understanding and knowledge of other cultures as well as our own. It helps in communicating with people from different cultural backgrounds. The following sections present several different views of culture in language teaching.
Traditionally, the cultural aspect of language teaching was inherited from the classical linguists and was part of preparing students to become members of the learned elite. The main focus was on art, literature, history and important institutions of the people. This definition of culture is often called "big culture" or "high culture", and then culture is seen as a humanistic concept. It is often seen as being promoted by nation-states and is also associated with the processes of nation-building that took place in the 19th century. Culture also helps students develop their general knowledge and can be a motivating factor for some readers.
A shift in focus towards looking at culture as a more sociolinguistic concept or perspective, where teaching culture supports students' language learning and communication skills. This is often called "small culture".
In order to teach "small-k" culture, it was necessary to give students an understanding of the everyday culture and life of speakers of the language. It includes methods, attitudes, customs, beliefs and values to prepare students for communication situations in which they need to change their behavior accordingly. It posits a perspective that focuses on the everyday lives and practices of individuals within a cultural group, which is often taken for granted.