TRANSMISSION OF CULTURAL REALITIES IN FOREIGN LANGUAGE LEARNING : AN ANALYSIS OF CULTURAL IMAGES IN FRENCH TEXTBOOKS USED IN FOREIGN LANGUAGE LEARNING IN TERTIARY INSTITUTIONS IN SINGAPORE

Abstract

Foreign language learning has gained magnitude in recent years. People learn foreign languages not merely for linguistic purposes, but also for communicative purposes and to be able to understand the culture of the target language. This has led foreign language learning to encompass more than just the linguistic aspects of language learning, but also to include cultural studies within its field of study. In view of the symbiotic relationship between language and culture, the notion of cultural studies in foreign language learning becomes fundamental. Studying the foreign culture can help minimize the potential of ethnocentric sentiments and allow learners to perceive the other culture from the viewpoint of the member of that culture. They gain an insight to the foreign culture, while at the same time, understanding their native culture and seeing it in a broader perspective. Textbooks are one of the most easily available sources of cultural transmission to classroom foreign language learners. However, textbooks may contain cultural limitations which can impede cultural learning and hence, intercultural understanding. The role of teachers in the foreign language classroom becomes paramount not only as imparters of linguistic and cultural knowledge, but also in their ability to present unprejudiced views and to make use of available supplementary materials. They help to widen learners' view of the foreign culture and promote intercultural understanding by reducing any gap that may be present between the native and the foreign cultures. Successful foreign language learning involves more than just learners and their textbooks. As a multi-disciplinary field, it is an interplay of learners, teachers, textbook authors, publishers, education planners, language specialists and learning materials. It is my sincere hope that this study will unveil to all readers, the significant role that cultural studies play in foreign language learning and how teachers can aid learners in overcoming intercultural barriers generated by the textbooks, and simultaneously, contribute to a greater understanding of the transmission of cultural realities in foreign language learning as well as to discussions in this field of study in a positive manner. This thesis represents my own work and I have duly acknowledged in the citations, footnotes and bibliography the sources and information which I have consulted for the purpose of this study. I shall assume total responsibility for the views expressed as well as any errors that might occur in this thesis. This thesis has not transgressed the maximum word limit of 15 000 words. The total word count for this thesis is 14 991 words.