Here is an excerpt from Romona Tang’ article, “The Place of “Culture” in the Foreign Language Classroom: A Reflection”.
“According to Pica (1994: 70), the question “how necessary to learning a language is the learner’s cultural integration?” is something which “troubles teachers, whether they work with students in classrooms far removed from the culture of the language they are learning or with students who are physically immersed in the culture but experientially and psychologically distant from it”. Numerous other researchers have tried to address issues along similar lines, including Gardner and Lambert (1972) who postulate that learners may have two basic kinds of motivation. The first is integrative motivation, which refers to the desire of language learners to acquire the language while immersing themselves into the whole culture of the language, in order to “identify themselves with and become part of that society” (Brown 1994: 154). The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to serve some utilitarian purpose, such as securing a job, or a place at a university. The argument is that such instrumentally motivated learners are neither concerned with the culture from which their target language emerged, nor interested in developing any feelings of affinity with the native speakers of that language.”
You can read the entire article HERE.
Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. Englewood Cliffs, New Jersey: Prentice Hall Regents.
Gardner, Robert C., and Wallace Lambert. 1972. Attitudes and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury House.
Pica, Teresa. 1994. Questions from the Language Classroom: Research Perspectives. TESOL Quarterly, 28(1): 49-79.
This excellent blog post, “Why Teach Culture? | World Language Classroom Resources” illustrates the fact
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