Read the following text to answer question:
In language teaching and research on language,
the term culture includes many different definitions and
considerations that deal with forms of speech acts, rhetorical
structure of texts, socio-cultural behaviors, and ways in which
knowledge is transmitted and obtained. Culture may find its
manifestations in body language, gestures, concepts of time,
hospitality customs, and even expressions of friendliness.
While all these certainly reflect the cultural norms accepted
in a particular society, the influence of culture on language
use and on the concepts of how language can be taught and
learned is both broader and deeper. To a great extent, the
culture into which one is socialized defines how an individual
sees his or her place in society.
Although attaining linguistic proficiency is essential
for learners to be considered communicatively competent,
particularly in the case of ESL learners, this is not sufficient. On
the whole, to become proficient and effective communicators,
learners need to attain second language (L2) sociocultural
competence. Knowing how to say thank you, for example,
does not automatically confer the knowledge of when to say
thank you, how often to say thank you, and whether any
additional action is called for. Quite reasonably, learners
first apply the standards that exist in the first language (L1)
communities where they were socialized.
(Marianne Celce-Murcia, Teaching English as a second or foreign language.
Adaptado)