The relation between language and culture has been discussed for a long time. One of the most well known statements is Sapir-Whorf’s hypothesis. Whorf (in Pinker 1994: 59) stated:
We cut nature up, organize it into concepts and ascribe significance as we do, largely because we are parties to an agreement to organize it in this way… an agreement that holds throughout our speech community and is codified in the patterns of our language. The agreement is, of course, an implicit and unstated one, but its terms are absolutely obligatory.
This hypothesis was criticized by many researchers. Pinker (1994) points out that Whorf did not do his research properly to prove his hypothesis. Nabekura (1997) says that Whorf did not make it clear whether language decides peoples’ ways of thinking or language affects peoples’ perceptions. However, it can not be denied that language and culture are profoundly connected, or rather, that language is inseparable from culture.
Before we go further, the word “culture” must be defined. Some people refer to culture as “high-culture” such as traditional arts and literature. But “culture” in this paper goes beyond this. Culture here is defined as an explicit and implicit system of values, behavior, belief and norms which affect significantly to human groups. Culture is learned and shared by all the members of a group and facilitates human interactions.
Mrs. Mikiko Kawano complites the most interesting methods for teaching culture in the language classroom. I based my thesis work upon her findings. The six method’s approach is the following:
- Providing information contrast, culture capsules and culture clusters, culture quizzes, language and culture connection, media units
- Problem-solving case studies, critical incidents, cultural assimilator
- Behavioral and affective approach dialogues, simulation, situational exercises
- Cognitive approach area-specific studies, culture discovery techniques, culture self-awareness techniques, discussions
- Literature and the humanities reading literature, newspaper articles, magazines and history books
- Real-life exposure to the target culture informant interviewing, guest speakers
The teacher’s role on this issue is crucial. He must encourage the students to come aboard the “English Island” and make the most out of it. He needs to be really creative to engage the students into an active role on the acquisition or understanding of the new cultural patterns.
