Culture and language learning: teaching, research and scholarship

By M. Byram, A. Feng. Language Teaching, 2004

185 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f966c7d4b64314921528caf1b5e813b1a4cc1a35

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Deoksoon Kim
2. I. Sachdev
3. Tony Young
4. A. Schartner

In Literature and Literary Theory

1. Deoksoon Kim
2. I. Sachdev
3. Tony Young
4. A. Schartner

Citations in the corpus

• Success factors for international postgraduate students' adjustment: exploring the roles of intercultural competence, language proficiency, social contact and social support (2013, background): “There is further corroborative evidence here (see also Young and Sachdev 2009) for the need to incorporate intercultural learning into language learning as pre-sojourn training for ISs, particularly if this aims to develop empathy and a positive attitude across groups (Byram and Feng 2004).”
• Developing intercultural understanding and skills: models and approaches (2011, background): “However, research exploring the relationship between language learning and insights and attitudes towards culture is limited and studies have not been able to show if there is a causal relationship between the two (Byram and Feng 2004 ).”
• Learning Language, Learning Culture: Teaching Language to the Whole Student (2020, background): “…different cultures, they must develop four things: awareness of one’s own cultural worldview, acceptance and appreciation of others’ cultural differences, knowledge of various cultural practices and worldviews, and cross-cultural skills (Byram & Feng, 2004; Gudykunst, 2005; Gudykunst & Kim, 1984).”
• Intercultural communicative competence: exploring English language teachers’ beliefs and practices (2011, background): “There has been a comparative dearth of empirical research investigating the application of these theories to classroom practice and learning (Byram & Feng, 2004 ).”