In this writing, I will briefly outline the main challenge in the process of cultural transition: culture shock. Afterwards, I will use some personal experiences in cultural transitions to outline how dialectical tensions affect adaptation. One of the most important issues within cultural transition is culture shock. Culture shock refers to the relatively short term feeling of disorientation and discomfort due to the lack of familiar cues in the environment (Martin and Nakayama 338). Culture shock occurs for various reasons, most of which easily happen when people encounter a different culture or visit a new cultural space.
Individual experiences culture shock in a form of isolation, nervousness, withdrawal and confusion. Culture shock happens in any new transition where individual has to adjust to unfamiliar patterns of living. The new transition includes changing career or married status, entering new school and leaving to new neighborhood. Although culture shock is commonly described as a negative experience, it also offers personal development appeared in the abilities to communicate or negotiate, to cope with difficult environment, to learn and perceive the world view in different aspects and to build interpersonal
Chinese students have to overcome a number of barriers in order to achieve success in a foreign land. When teachers and students from different cultures come into the same classroom, they are faced with some classroom behaviors, toward which people have different attitudes and feelings. Cultural diversity has become a household phrase in education, especially minority education (Ogbu, 1992). If these attitudes and feelings go toward extremes, misunderstandings and ineffective communications will be the result. Learning some knowledge about other cultures, which can affect the discourse systems, is beneficial for intercultural communication.
Odlin reconsiders a question fundamental to many language teachers and educational researchers: How much influence can a learner's native language have in making the acquisition of a new language easy or difficult? Odlin analyses and interprets research showing many ways in which similarities and differences between languages can influence the acquisition of grammar, vocabulary, and pronunciation. While these subjects are beyond the scope of my research, the section on phonetics, phonology and writing systems provides the necessary evidence to understand the effect of the transference of writing patterns from Japanese Romaji to English. This is a suspected cause of many problems. While the age of the book suggests that some of the research could be obsolete, it serves as a reference and a foundational background on the subject of transference in writing patters, even between Asian and English scripts.
Nowadays, there is no doubt that technology has become a substantial element in many pupils’ lives, accordingly, the education systems have incorporated into their curriculum new instructions that try to implement these tools and toe the line with the rest of the world. However, there are still some English teachers who prefer to teach vocabulary in their classrooms using only oral and written instruction, hence, the traditional method, while other English teachers are using technology such as digital multimedia in their classrooms. The current digital and technological era is one of the main characteristics that stimulate these changes in the process of
Mounir Houaoura TEFL Group : 2 Title : Culture and teaching English as a Foreign Language. Nowadays, English has become the most prevalent language all over the world . That is to say, it is used in publishing findings and discoveries in many fields from psychology to computer sciences . Therefore, teaching English has turned into an obligation in many countries either if their official language is English or not. However, the cultural aspect of teaching English is the topic of huge debates between scholars who suggest that teaching American or British culture in ELT helps students increase their knowledge of the language , and those who think that teaching English British or American culture is a form of imperialism which leads to the alienation of students from their own culture.
Many countries which don’t use English for their own language are searching good teachers to learn English effectively, especially countries in Asia. Because of learner’s preference that they want to study with native speakers, many natives came to Asia even though some of them are not trained. However there is still a debate on which one is better between native English speaker teacher (NEST) and non-native English speaker teacher (NNEST). Until now, they can’t get the correct answer about which one is better. Moreover, students who want to study English are also confused when they choose teachers more suitable and effective to teach as their English teacher between NESTs and NNESTs.
In Indonesia, English is one of subjects in the school which is most difficult. In the teaching learning process, the teachers have to make their teaching interesting for their students. So that, the students enjoy with their lesson. In fact, most of students assume that grammar is difficult. They are still have difficulties in learning English language especially in tenses.
Language is an integral part of a human being. According to most psychologists, it is language that separates humans from lesser creatures. English is the international language these days and it has become increasingly important for people all over the world to learn the language. However, learning English in a place where English is not part of its culture can be a daunting task. In countries like India and Pakistan, English is the official language so people are somewhat proficient in it.
Motivation of Students in Learning English. Introduction Nowadays, English language has become an international language all over the world. Therefore, it is crucial for students to master the global language and to catch up with the recent trends. For effective communication, there is a need to achieve language proficiency. However, the ability to use English fluently of Vietnamese students is lower than that of students in others countries in the area.