Relationship between Cultural Distance and Pragmatic Comprehension

Autor/inn/en	Rafieyan, Vahid; Sharafi-Nejad, Maryam; Khavari, Zahra; Damavand, Ayoob; Eng, Lin Siew
Titel	Relationship between Cultural Distance and Pragmatic Comprehension
Quelle	In: English Language Teaching, 7 (2014) 2, S.103-109 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Pragmatics; Multiple Choice Tests; Cultural Differences; Role; Teaching Methods; Cultural Awareness; Intercultural Communication; Undergraduate Students; Scores; Listening Comprehension Tests; Content Analysis; Germany; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kultureller Unterschied; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Hörverstehensübung; Inhaltsanalyse; Deutschland; Korea; Republik
Abstract	The distance between language learners' culture and the culture of the target language community is considered to play a crucial role in determining the level of pragmatic comprehension. In this respect, a study was conducted over 30 German students, perceived as culturally close to the British, and 30 South Korean students, perceived as culturally distant from the British, studying English as a Foreign Language at a university in their home countries. Pragmatic comprehension ability was assessed through a 24-item multiple choice pragmatic comprehension test. The findings suggested the crucial role of cultural distance in pragmatic comprehension ability, that is, a shorter distance from the culture of the target language community led to a higher level of pragmatic comprehension. The pedagogical implications of the findings suggested the provision of opportunities for the students of English as a Foreign Language to be exposed to the culture of the target language community through cultural instruction, educational sojourn, or telecollaborative partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01