PROMOTING LANGUAGE LEARNERS' CROSS-CULTURAL AWARENESS THROUGH COMPARATIVE ANALYSES OF ASIAN FOLKTALES i

• Published in: TEFLIN journal Vol. 27; no. 2; p. 166
• Main Author: Lwin, Soe Marlar
• Format: Journal Article
• Language: English
• Published: Malang State University of Malang, English Department, Faculty of Letters 01.07.2016
• Subjects: 21st century; Communicative competence; Communicative Competence (Languages); Comparative Analysis; Cultural Awareness; Cultural Background; Cultural differences; Cultural heritage; Cultural instruction; Education; Educational Change; English; English as a second language learning; English as an international language; English Instruction; English language learners; Folklore; Intercultural communication; Language culture relationship; Narratives; Sociocultural factors; Structural Analysis (Linguistics); Structural Analysis (Science); Tales; Teaching; Teaching Methods; Translation; Asia
• ISSN: 0215-773X; 2356-2641
• DOI: 10.15639/teflinjournal.v27i2/166-181

With the global spread, the English language has become a lingua franca and a component of basic education in many Asian countries, making Asia one of the regions in the world with the largest number of English speakers. However, due to the rich cultural diversities of Asian societies, using English as a lingua franca in Asia implies that speakers need to develop not only communicative competence but intercultural communicative competence, so as to ensure successful communication among people from different Asian societies. Given that successful intercultural communication requires the speakers' appreciation of their cultural diversities, while celebrating certain similarities, promoting learners' cross-cultural awareness has become one of the important objectives of English language teaching in Asia. In this paper, I will draw on some sample analyses of Asian folktales which have been translated into English to (i) identify and explore the features of narrative structures and contents which can be seen as transcultural and others which can be highlighted as culture-specific, and (ii) discuss how such comparative analyses of narrative structures and contents in Asian folktales can be used to promote the cross-cultural awareness of English language learners in Asia. Implications for the socio-cultural-based English language teaching are offered.