Uzbekistan state university of world languages

What is learner independence?

Therefore, cultural awareness is based on both knowledge of the foreign culture as well as one’s own culture and the ability for understanding differences through comparison and contrast. Tomalin and Stempleski explain more thoroughly what qualities are involved in " cultural awareness ": - Awareness of one' s own culturally - induced behaviour. - Awareness of culturally -induced behaviour of others - Ability to explain one's own cultural stand point. Tomalin and Stempleski define cultural awareness as, “sensitivity to the impact of culturally induced behaviour on language use and communication” Communicative Competence and Cultural Awareness Nowadays, it is widely recognized in the language teaching profession that the major innovation brought by " communicative language teaching " is that learners need not just knowledge in the grammar of a language but also the ability to use the language in socially and culturally appropriate ways. In fact communicative language teaching thanks to advances in the field of sociolinguistics, more than any approach focuses on the cultural aspects of language use. Pulverness argues that, “ what enables people to communicate effectively is not simply reduced to linguistic items ,but the pragmatic knowledge that dictates the choice of appropriate forms. This knowledge , if not culturally determined, is at least culturally conditioned .It includes such factors as forms of address , the expression of politeness , etc.” Saville Troike makes it clear that the concept of communicative competence requires reference to the notion of cultural competence, because interpreting the cultural meaning of linguistic behaviour requires knowing the cultural meaning of the context in which it occurs. Chapter II : The Role of Culture in EFL Classes 47 On that basis Pulverness stresses the relevance of cultural instruction on developing the learners' communicative competence .In fact he states, “ In teaching English for communication and neglecting culture ,we way actually be giving learners access to an impoverished means of communication effective for survival and for routine transactions , but lacking of the cultural resonance that makes it fully meaningful for native speakers”. Byram has gone so far as to argue that language teaching should have as one of its principal aims the development of learners' ability to communicate with those who speak another language and to introduce learners to a different way of life, the cultural products of speakers of another language. Indeed Fenner (2000:142) claims that if education is regarded as:" development and personal growth ", the aim of foreign language education should be to give the learners opportunity to develop cultural knowledge, competence and awareness in such a way that might lead to a better understanding of the foreign culture, the " other ", as well as the learner' s own culture. In the context of such an arguments, it seems that the need to bring culture into the language classroom is essential to the development of the learners’ communicative competence. This makes language teaching/ learning more demanding than ever and presents language teachers with new challenges. (Byram and Fleming 1998) comprehension in language when it is understood, interpreted and spoken.This communication skill is connected to cognitive learning as it works with the development of memory, attention, vocabulary, grammar and comprehension monitoring.Listening then is the interpretation of spoken language and this includes the recognition of discourses of sounds, the understanding of the meaning of individual words or the understanding of the syntax of sentences that may arise in a dialogue or discourse.The importance of recognising context in listening means that the person can relate what they hear to the real world in which they live as they can symbolically recognise concepts with language and link them together in order to understand what they hear and give it a meaningful meaning.
Differences between listening and hearing .Hearing is:Interpreting sound and verbal and non-verbal actions Active process .When listening, gestures, postures, facial expressions, silences, among others, are connected in order to understand the message given by the speaker. The relationship between words and actions is what makes up language and how it is interpreted when there is an understanding of what is being heard.Listening then means not only hearing, but also being able to interpret and analyse the information that is received, creating one’s own analysis of this information and creating one’s own concepts, opinions and comments on what is heard.By listening carefully, meanings are built up by the listener. During this cognitive process the following elements interact:Listening includes the sounds and organises them into sequences. The message is what is built up through linguistic understanding. The context is the message that the listener has. These stages are evaluated and give the understanding of the listening.For listening comprehension there are several developmental components, which are:This is the planning phase, where it is determined why one is going to listen, to whom one is going to listen, among other questions.that are carried out as we listen, such as formulating hypotheses, creating mental images, observing and supporting the speaker’s gestures and movements, analysing and using cognitive skills in the process.This is the assessment phase. This phase is about determining whether what was heard was understood by making summaries, forming questions, etc.All of this forms a cognitive level of learning, including memory and listening skills.The following listening comprehension skills are distinguishedRecognition: connecting, recognizing the components of a message (sounds, words, linguistic elements such as pronouns, verbs, among others)Selection: select the most important words in the message (names, verbs, key words among others), then group the selected details in level of importance.Interpretation:¹ is the understanding of the information that was heard. This means knowing the intention and purpose of the message, its main ideas and the importance of the most significant part of the message the speaker is giving.The message is then related when it is listened to carefully as details and their relationship to the sender / speaker’s discourse can be captured. Detecting with the understanding of the listening the importance of the message or the most relevant thing.you have in order to use it in advance on a specific topic and to be able to understand it better by having the right bases such as language and body expressions.

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