DOI: https://doi.org/10.11649/cs.1523

Towards a unified, socio-cognitive approach to language-mediated intercultural competence

Ariadna Strugielska, Katarzyna Piątkowska

Abstract


Towards a unified, socio-cognitive approach to language-mediated intercultural competence

Very few intercultural competence (IC) models include language, and those that do so portray the notion in an inconsonant manner. Nonetheless, research shows that language assures successful intercultural communication. Thus, this article stresses the need for a unified socio-cognitive approach which will introduce common and solid foundations for the role and nature of both language and IC. The article demonstrates that such an integrated framework, built on a reappraised notion of language, helps to overcome numerous dichotomies within IC models and leads to the emergence of a unified approach to language-mediated IC.

 

W kierunku ujednoliconego, socjo-kognitywnego podejścia do kompetencji interkulturowej opartego na języku

Nieliczne modele kompetencji interkulturowej (ang. IC) uwzględniają język, a te, które to robią, przedstawiają to pojęcie w niekonsekwentny sposób. Jednak badania pokazują, że język jest gwarantem efektywnej komunikacji interkulturowej. Niniejszy artykuł podkreśla potrzebę ujednoliconego podejścia socjo-kognitywnego, które oparte jest na wspólnych podstawach łączących rolę i naturę zarówno języka, jak i kompetencji interkulturowej. W artykule wykazujemy, że takie zintegrowane podejście, zbudowane na przeformułowanej koncepcji języka, pomaga przezwyciężyć liczne dychotomie w modelach kompetencji interkulturowej i prowadzi do powstania jednolitego podejścia do kompetencji interkulturowej opartej na języku.


Keywords


socio-cognitive approach; language; intercultural competence models

Full Text:

PDF (in English)

References


Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577-660. https://doi.org/10.1017/S0140525X99002149

Barsalou, L. W. (2009). Simulation, situated conceptualization, and prediction. Philosophical Transactions of the Royal Society of London: Biological Sciences, 364(1521), 128-289. https://doi.org/10.1098/rstb.2008.0319

Barsalou, L. W., Santos, A., Simmons, W. K., & Wilson, C. D. (2008). Language and simulation in conceptual processing. In M. De Vega, A. M. Glenberg, & A. C. Graesser (Eds.), Symbols, embodiment, and meaning (pp. 245-283). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199217274.003.0013

Bates, E. (2003). Natura e cultura nel linguaggio. In R. D. Levi-Montalcini, R. Baltimore, R. Dulbecco, & F. Jacob (Eds.), Frontiere della biologia: Il cervello di Homo sapiens (pp. 241-265). Rome: Istituto della Enciclopedia Italiana fondata da Giovanni Trecanni S.p.A.

Bennett, M. J. (1997). How not be a fluent fool. In A. E. Fantini (Ed.), New ways in teaching culture (pp. 16-21). Alexandria, VA: TESOL.

Borghi, A. M., & Binkofski, F. (2014). Words as social tools: An embodied view on abstract concepts. Berlin: Springer. https://doi.org/10.1007/978-1-4614-9539-0

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Byram, M. (2006). Language teaching for intercultural citizenship: The European situation. Paper presented at the NZALT conference, University of Auckland.

Byram, M. (2012). The Eric Hawkins lecture: Language awareness and (critical) cultural awareness - relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-13. https://doi.org/10.1080/09658416.2011.639887

Christiansen, M., & Chater, N. (2015). The language faculty that wasn't: A usage-based account of natural language recursion. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01182

Cook, V. (1991). Second language learning and language teaching. London: Edward Arnold.

Croft, W. (2009). Towards a social cognitive linguistics. In V. Evans & S. Pourcel (Eds.), New directions in cognitive linguistics (pp. 395-420). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1515/COGL.2009.009

Croft, W., & Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803864

Deignan, A. (2005). Metaphor and Corpus Linguistics. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/celcr.6

Evans, V. (2013). Metaphor, lexical concepts, and figurative meaning construction. Journal of Cognitive Semiotics, 5(1-2), 73-107.

Evans, V. (2016). Design features for linguistically-mediated meaning construction: The relative roles of the linguistic and conceptual systems in subserving the ideational function of language. https://doi.org/10.3389/fpsyg.2016.00156

Fantini, A. E. (2010). Language: An essential component of intercultural communicative competence. In J. Jackson (Ed.), Handbook on intercultural communication (pp. 263-278). Oxon: Routledge.

Fitch, W. T., Hauser, M. D., & Chomsky, N. (2005). The evolution of the language faculty: Clarifications and implications. Cognition, 97(2), 179-210. https://doi.org/10.1016/j.cognition.2005.02.005

Ford, C., Fox, B., & Thompson, S. (2014). Social interaction and grammar. In M. Tomasello (Ed.), The new psychology of language (pp. 119-144). Hove: Psychology Press.

Gibbs, R. W. Jr. (2005). The psychological status of image schemas. In B. Hampe (Ed.), From perception to meaning: Image schemas in cognitive linguistics (pp. 113-135). Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110197532.2.113

Hall, J. K., Cheng, A., & Carlson, M. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics, 27(2), 220-240. https://doi.org/10.1093/applin/aml013

Hampe, B., & Grady, J. E. (2005). From perception to meaning: Image schemas in cognitive linguistics. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110197532

Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: The University of Chicago Press.

Kecskes, I. (2014). Intercultural pragmatics. Oxford: Oxford University Press.

Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.

Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367. https://doi.org/10.1017/S0261444810000431

Kramsch, C. (2015). What is symbolic competence and what can we do with it? Retrieved July 1, 2018, from http://blc.berkeley.edu/wp-content/uploads/2015/08/kramschSC.pdf

Krzeszowski, T. (1993). The axiological parameter in preconceptual image schemata. In R. A. Geiger & B. Rudzka-Ostyn (Eds.), Conceptualizations and mental processing in language (pp. 307-330). Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110857108.307

Lakoff, G., & Johnson, M. (1980). The metaphorical structure of the human conceptual system. Cognitive Science, 4(2), 195-208. https://doi.org/10.1207/s15516709cog0402_4

Langacker, R. W. (2008). Cognitive grammar: A basic introduction. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195331967.001.0001

Langlotz, A. (2015). Creating social orientation through language. A socio-cognitive theory of situated social meaning. Amsterdam: John Benjamins Publishing. https://doi.org/10.1075/celcr.17

Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.

Liu, L., & Zhang, Y. (2014). The application of constructivism to the teaching of intercultural communication. English Language Teaching, 7(5), 136-141. https://doi.org/10.5539/elt.v7n5p136

Lynott, D., & Connell, L. (2010). Embodied conceptual cognition. Frontiers in Psychology, 1. https://doi.org/10.3389/fpsyg.2010.00212

Matsuo, C. (2014). A dialogic critique of Michael Byram's intercultural communicative competence model: Proposal for a dialogic pedagogy. Retrieved July 1, 2018, from http://www.academia.edu/14378676/A_Dialogic_Critique_of_Michael_Byrams_Intercultural_Communicative_Competence_Model_Proposal_for_a_Dialogic_Pedagogy

Newby, D. (2011). Competence and in learning and teaching: Theories and practices. In Selected Papers from the 19th ISTAL. Retrieved July 1, 2017, from http://www.enl.auth.gr/symposium19/19thpapers/002_Newby.pdf)

Risager, K. (2004). A social and cultural view of language. In H. L. Hansen (Ed.), Disciplines and interdisciplinarity in foreign language studies (pp. 21-34). Copenhagen: Museum Tusculanum Press.

Risager, K. (2006). Language and culture: Global flows and local complexity. Clevedon: Multilingual Matters.

Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon: Multilingual Matters.

Ritchie, D. (2004). Lost in "conceptual space": Metaphors of conceptual integration. Metaphor and Symbol, 19(1), 31-50. https://doi.org/10.1207/S15327868MS1901_2

Sinha, C. (2009). Language as a biocultural niche and social institution. In V. Evans, & S. Pourcel (Eds.), New directions in cognitive linguistics (pp. 289-310). Amsterdam: John Benjamins Publishing. https://doi.org/10.1075/hcp.24.20sin

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Sperber, D. (1996). Explaining culture: A naturalistic approach. Oxford: Blackwell Publishing.

Strugielska, A., & Piątkowska, K. (2017). A plea for a socio-cognitive perspective on the language-culture-cognition nexus in educational approaches to ICC. Review of Cognitive Linguistics, 15(1), 224-252. https://doi.org/10.1075/rcl.15.1.09str

Talmy, L. (2000). Toward a cognitive semantics. Cambridge, MA: MIT Press.

Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.

Widdowson, H. G. (1998). Context, community and authentic language. TESOL Quarterly, 32(4), 705-716. https://doi.org/10.2307/3588001

Zinken, J. (2007). Discourse metaphors: The link between figurative language and habitual analogies. Cognitive Linguistics, 18(3), 443-464. https://doi.org/10.1515/COG.2007.024

Zlatev, J. (2005). What's in a schema? Bodily mimesis and the grounding of language. In B. Hampe (Ed.), From perception to meaning: Image schemas in cognitive linguistics (pp. 313-343). Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110197532.4.313




Copyright (c) 2018 Ariadna Strugielska, Katarzyna Piątkowska

License URL: http://creativecommons.org/licenses/by/3.0/pl/