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Appendix 1:

Questionnaire On Teaching Socio-cultural and Sociolinguistic Competences To Superior – Level Students

General Questions:

  • 1.

    Do you think that mastering SCC and SLC requires formal instruction?

  • 2.

    What level of language proficiency is the most appropriate for teaching/learning SCC and SLC?

  • 3.

    What learning experience outside the class-room is the most effective for mastering SCC and SLC?

  • 4.

    Can SCC and SLC be mastered as a result of student’s independent study?

  • 5.

    What combination of in-class instruction, independent study, in-country experience, etc. is the most adequate in the process of mastering SCC and SLC?

  • 6.

    What is your experience in teaching SCC and SLC to Superior-level students? What best practices in teaching SCC and SLC would you like to share?

  • 7.

    Do you think that mastering SCC and SLC require development of specific teaching/learning methods and techniques?

  • 8.

    Do you think that the understanding of these two competences and teaching approach vary depending on a specific language? Please be specific.

  • 9.

    What learning/teaching resources can you recommend to student and teachers who are working on improvement of SCC and SLC?

Course-specific Questions:

1. In the Russian Socio-cultural Workbook, we defined SCC as the possession of sufficient (comparable to the background knowledge possessed by an educated native speaker) background knowledge and capability to activate this relevant background knowledge in the process of culturally appropriate communication. Is this definition applicable to your language? Can you suggest any other definition(s) of SCC that would facilitate the teaching/leaning of SCC in your language?

2. In the Russian Socio-cultural Workbook, we identified the following components of SCC as relevant for the Russian Language:

  • understands nearly all literary allusions in reading texts of all varieties (classical literature, popular literature, and interpersonal written communications) that would be considered accessible to the average educated native speaker,

  • reads beyond the lines, using knowledge of cultural and generational backgrounds for accurate interpretation

  • understands culturally loaded expressions and prolepsis

  • correctly interprets religious references

  • correctly interprets historical references

  • correctly interprets folkloric references


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