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Lecture

DLS NOVEMBER 3rd.docx

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Department
Second Language Teaching
Course
DLS1100
Professor
Sima Paribakht
Semester
Winter

Description
Lecture 8 November1011 837 AM Acculturation1 Euphoria the person is excited to be in the new environment and experience 2 Culture Shock reorientation into another culture makes the person feel as if their identity is being attacked They know what is accepted in their culture but not necessarily the new culture People try to mingle and reach out to others in their own culture in this stage 3 Culture Stress Some recovery is made but you are still unaware of your identity within the new culture and you are motivated to make progress 4 Near or full recovery Integration or assimilation Either you develop and maintain your identity within the new culture or you assimilate and forget your previous culture Sometimes people freeze in stage 3 and find their own ways to adapt They usually live within their own communitiesAs a Second Language Teacher you have to realize your students are from many cultures and you should provide them with cultural information of the culture they are being exposed to Social Distance A degree of proximity to another culture A learner goes in with a first language and culture and is introduced to another This social distance is the learners perception of distance between themselves and their culture themselves and the new culture and thee distances between the two cultures Dominance technological political economical dominance over one culture or the other Attitudes How do the two cultures feel about each other Length of time within the other culture How long will you be in the culture Etc Today Linguistic systemDefine what contrastive analysis hypothesis CAH is including strong and weak versions Moderate version CAH will be discussed in classCAH claimed the principle barrier to SLA is the interference between first and second languagesThe main barrier to Second language learning is interference from the learners first language Learning a second language is overcoming these differences Describe each system and then decide with aspect of language you wish to contrast Once you choose map one aspect to the other to identify the differences between the two This can help you develop teachings methods and tools for the classroom for teaching these differences effectivelyStrong version Unrealistic and impracticable operated out of mentalistic subjectivity
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