Language and cognition - a much neglected aspect

Abstract

The language learner in a multilingual setting brings with him not only his linguistic repertoire but also patterns of experience, perception and cognition gained as a member bf the culture to which he belongs. What is the nature of the problem he confronts when learning a new language? Is prior language and cultural experience an encumbrance or a resource for him? The paper proposes to outline the various dimensions of language and culture as they pertain to teaching. In particular, the paper emphasizes the need to map out the meta-linguistic system of each language as a pre-requisite of effective teaching. Culture is defined in the paper as a system of meanings and language being the most highly structured symbolic system transmits that same system of meanings. Language competence is understood as competence in the manipulation of both the grammatical and meta-linguistic structures of the language concerned. Hence language is understood to be an instrument through which concepts are communicated in fairly well defined and structured ways. An appreciation of this fact conduces to effective language teaching in a multi-cultural and multilingual situation. The discussion makes reference to relevant studies on the subject.