Aims of the study
The major aims of the study are as follows:
- To investigate the teachers' and students' attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language
- To find out the attitudes of teachers and students at Nam Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching
- To find out the effective ways of treatment cross-cultural characteristics into teaching of speaking in English.
Scope of the study
To enhance speaking skills and communicative competence among students at Nam Dan I High School, teachers have actively worked to motivate student participation in speaking classes This study aims to investigate students' attitudes and cross-cultural awareness in the context of learning spoken English, focusing specifically on the development of cross-cultural awareness through speaking activities.
This study focuses on the grade 12A1 English students at Nam Dan I High School in Nghe An province, examining English and American cultures as the target language's cultural context The findings and recommendations emphasize a blend of task-based and activity-based syllabuses to enhance cultural understanding.
Research questions
This study is implemented to find answers to the following questions:
1 What is the students' perception of the role of cultural understanding in learning English?
2 How do teachers and students at NDI high school appreciate the role of culture in speaking skills?
3 How does students' cross-cultural understanding change through the treatment of cross- cultural characteristics in speaking lessons?
Methods of the study
This study aims to explore the perceptions of teachers and students regarding the significance of cultural understanding in learning English To gather data, a questionnaire was employed as the primary research tool, and the results were analyzed quantitatively using descriptive statistics.
Organization of the study
The study is divided into three main parts:
Part A is the INTRODUCTION In this part, the rationale, the aims, research questions, the scope of the study, method, and design of the study are presented
Part B is DEVELOPMENT There are three chapters in this part
Chapter 1 provides a theoretical foundation for this study by reviewing relevant literature on cross-cultural understanding It highlights techniques to enhance students' cross-cultural awareness, emphasizes the importance of speaking skills in English language teaching, and discusses key factors influencing cross-cultural communication.
Chapter 2 serves as a practical case study, outlining the context of the research, the methods employed for data collection, and the analysis conducted to address the specific research questions This chapter presents a thorough examination of the data collection instruments used and discusses the findings in detail.
Chapter 3 contains the summary of findings, the suggestions for treatment of cross-cultural characteristics into speaking lesson and the recommendation for further studies
Literature review 1.1 The importance of cross- cultural knowledge in foreign language learning
Definitions of term “culture” and “cross-culture” 1 What is culture?
The term "culture" is complex and multifaceted, with Kroeber and Kluckhohn (1954) identifying over three hundred definitions, highlighting the challenges in communicating and teaching about it Culture encompasses behaviors, attitudes, and social knowledge that individuals use to interpret their experiences Essentially, it comprises the assumptions, ideas, and beliefs that shape how we understand and respond to the actions, words, and thoughts of others.
Culture, as defined by Kluckhohm (cited in Christopher Early, 1993:42), encompasses the patterned ways in which humans think, feel, and react, primarily transmitted through symbols It represents the unique achievements of human groups, including their artifacts, with traditional ideas and their associated values forming the essential core of culture.
According to Benedict (1934:16), culture serves as the fundamental force that unites individuals, encompassing the accepted behaviors and practices of a specific group It represents the shared, learned behaviors that define human interactions within a community.
Takdir Alisjahbana, as cited by Soenjono Dardjowidjojo in 1973, defined culture as the essence that remains when everything else is forgotten He emphasized that individual culture is the unique characteristic that sets apart a "cultivated" person.
According to Levine's 1993 definition, culture resembles an iceberg, where the visible elements—such as language and food—are easily identifiable, while the majority of its components lie hidden beneath the surface These concealed aspects include the profound influence of culture on individuals, shaping their behaviors and interactions, which often remain unnoticed.
Nguyen Quang defines culture as a comprehensive array of both tangible and intangible expressions developed and adapted by a society or social group He emphasizes that culture encompasses the behaviors and functions of these expressions in various situations, serving to differentiate one society or group from another This distinction is not only based on the availability of cultural expressions but also on their proportionality and visibility.
Language learning inherently involves culture learning, as defined by Brooks (1975) He describes culture learning as the acquisition of both culture-specific and culture-general knowledge, skills, and attitudes essential for effective communication and interaction with individuals from diverse backgrounds This process is dynamic, developmental, and continuous, engaging learners on cognitive, behavioral, and emotional levels.
According to Montgomery and Reid-Thomas (1994), culture encompasses the entire way of life of a group, including the social practices that unite its members and differentiate them from others.
Montgomery and Reid-Thomas highlight that the language classroom serves as a cultural group, making it an ideal setting for analysis and observation.
Culture is a collective creation shaped by the history of human development and social activities, encompassing both material and spiritual values within a society It is not the possession of an individual but rather a shared heritage among all members of a culture.
Cross-culture can be seen as cultures in contact or cultures encounters The term
Cross-culture typically involves the interaction of two cultures or languages beyond the political boundaries of nation-states, as defined by Claire Kramsch This concept is based on the idea that each nation has its own unique culture and language In the context of foreign language teaching, a cross-cultural approach aims to foster understanding of the other side by learning their national language Furthermore, cross-cultural communication examines not only the cultural differences that influence behavior but also the similarities that exist between diverse groups.
Effective cross-cultural communication involves bridging cultural differences related to nationality, religion, and behavior Achieving cross-cultural communication competency requires comprehensive training in cultural awareness, language learning, foreign travel, and immersive cultural experiences.
Cross-cultural understanding is the essential skill of recognizing, interpreting, and responding appropriately to individuals, events, or situations that may be misinterpreted due to cultural differences It involves acknowledging both the similarities and differences between cultures, fostering better communication and relationships across diverse backgrounds.
Mastering cross-cultural knowledge enhances a teacher's perspective and fosters a deeper understanding of individuals from diverse backgrounds, while also offering valuable insights into effective second language teaching strategies.
Intercultural competence in foreign language learning is defined as the ability to adapt one's behavior appropriately and flexibly in response to the actions, attitudes, and expectations of individuals from different cultures (Meyer, cited in Eli Hinkel, 1991).
The relationship between language and culture
Culture differs from language in that it lacks universal rules applicable to all individuals within a culture However, the relationship between language and culture is significant and has been a topic of discussion among linguists The Sapir-Whorf hypothesis suggests that our understanding of nature is shaped by the language we use, reflecting an implicit agreement within our speech community While Pinker critiques Whorf's research methods, he acknowledges the deep connection between language and culture, emphasizing that they are fundamentally intertwined.
According to Claire Kramch (1998), individuals convey meaning through various communication mediums, such as telephone calls, face-to-face interactions, letters, emails, newspapers, and visual aids like graphs and charts The choice of spoken, written, or visual mediums plays a crucial role in creating comprehensible meanings within a group, influenced by factors like tone of voice, accent, conversational style, gestures, and facial expressions.
Clair Kramch's idea, we find that language embodies cultural reality As Nguyen Van Do
(2006) has said: "Language and culture can be seen as the faces of a sheet of paper" Language cannot exist outside the social context, language is a social institution
Buttjes (1990:55) points out the reason why language and culture are inseparably connected that:
1- Language acquisition does not follow a universal sequence, but differs across cultures; 2- The process of becoming a competent member of society is realized through exchanges of language in particular social situations;
3- Every society orchestrates the ways in which children participate in particular situations, and this, in turn, affects the form, the function and the content of children's utterances;
4- Caregivers' primary concern is not with grammatical input, but with the transmission of sociocultural knowledge;
5- The native learner, in addition to language, acquires also the paralinguistic patterns and the kinesics of his or her culture
Language is a mirror of culture, deeply intertwined with the beliefs, values, and attitudes of its speakers The expression of language is influenced by cultural factors, and understanding language requires acknowledging its cultural context Language acquisition occurs within a social and cultural framework, where meaning is shaped through interactions among individuals, language, and culture Consequently, it is essential for language educators to incorporate cultural elements into their teaching to provide a comprehensive understanding of the language.
1.2 Goals and objectives for treatment of cross-cultural characteristics in English teaching
Integrating culture into foreign language curricula is essential, as highlighted by linguists who analyze the interplay between language and culture Educators must equip students with vital skills to enhance their intercultural communication, allowing them to navigate and appreciate different cultures effectively Seelye (1993) emphasizes the importance of helping students "get their feet wet in the waters of another culture," underscoring the necessity of cultural education in language learning.
1974 and refined in 1993, that will help teachers select cultural data that will increase student skill in intercultural communication:
Goal 1: Interest- The student demonstrates curiosity about the target culture and empathy toward its people
Goal 2: Who- The student recognizes that role expectations and other social variables such as age, sex, social class, ethnicity, and place of residence affect the way people speak and behave
Goal 3: What- The student realizes that effective communication requires discovering the culturally conditioned images that are evoked in the minds of people when they think, act, and react to the world around them
Goal 4: Where and When- The student recognizes that situational variables and convention shape behavior in important ways (S/he needs to know how people in the target culture act in common mundane and crisis situations)
Goal 5: Why- The student understands that people generally act the way they do because they are using options society allows for satisfying basic physical and psychological needs, and that cultural patterns are interrelated and tend mutually to support need satisfaction
Goal 6: Exploration- The student can evaluate a generalization about the target culture in terms of the amount of evidence substantiating it, and has the skills needed to locate and organize information about the target culture from the library, the mass media, people, and personal observation
The Nostrands (1970) listed nine objectives: students should have the ability to
1) React appropriately in asocial situation
2) Describe a pattern in the culture
3) Recognize a pattern when it is illustrated
5) Predict how a pattern is likely to apply in a given situation
6) Describe or manifest an attitude important for making oneself acceptable in the foreign society
7) Evaluate the form of a statement concerning a culture pattern
8) Describe/demonstrate defensible methods of analyzing a socio-cultural whole
9) Identify basic human purposes that make significant the understanding that is being taught
Various versions of these steps have been made, with more or less the same goals and expectations for students
1.3 Some considerations in raising students` cross-cultural awareness when teaching English as Foreign language
Language teachers and students must recognize the significance of foreign culture and its impact on language learning Developing cross-cultural awareness is essential for both learners and educators, as understanding cultural differences is crucial in teaching English effectively Teachers often focus on teaching language structures and expressions that may differ from those used in the students' home countries While it's important for students to learn to speak English naturally, heightened awareness of cultural nuances is necessary to help them communicate effectively in native-speaking environments.
Intercultural encounters in schools often create perplexities for students, as illustrated by the experiences of Vinh University students who felt disrespected when an American professor ate alone during breaks Similarly, an American lecturer misinterpreted the students' silence as opposition, unaware that many Vietnamese students struggle with self-confidence These examples highlight the critical role of language in intercultural interactions, emphasizing the necessity of developing cross-cultural awareness in English as a Foreign Language (EFL) classrooms Understanding foreign cultures enables language learners to use expressions more authentically, grasp situational language nuances, and interact naturally with individuals from different cultural backgrounds.
To ensure students achieve mastery in a foreign language, it is essential to develop their communicative competence, which goes beyond merely using grammatically correct language This includes understanding the appropriate contexts and situations for language use Therefore, integrating cultural knowledge into language learning is vital for effective teaching and communication.
Fostering a learner's interest in culture is essential for enhancing their intrinsic motivation When educators effectively engage students with the cultural aspects of a second language (L2), it can lead to improved learning outcomes and greater student success.
Language learning should encompass cultural goals, requiring students to engage in a comparative analysis of their own culture and that of the target language Teachers play a crucial role in dismantling cultural barriers before initiating educational activities Students must be open to exploring cultures beyond their own In Vietnam, learners often face significant communication challenges when learning a foreign language Therefore, an effective way to introduce cultural concepts is by highlighting the similarities and differences within students' families, schools, and broader cultures.
Valette (1986) identifies two essential components of culture in the language classroom: the anthropological or sociological culture, which encompasses the attitudes, customs, daily activities, values, and thought processes of a people, and the historical aspect of civilization Understanding a society's language is crucial, as it reflects this cultural dimension, making it impossible to fully grasp the essence of that society without knowledge of its language.
Speaking skill and the position in E language teaching 1 Definition of speaking skill
Speaking is defined as the process of conveying meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998:13) It is often regarded as the most challenging of the four language skills, as it serves as a key indicator of language proficiency To effectively communicate, learners must organize their thoughts and express them using the vocabulary and grammatical structures of the foreign language.
Speaking is an interactive process that involves the construction of meaning through the production, reception, and processing of information The form and significance of speech are influenced by various contextual factors, such as the participants, their shared experiences, the physical environment, and the specific purposes of communication.
Speaking is a productive skill that encompasses two primary forms of conversation: dialogue and monologue Monologue involves delivering an uninterrupted oral presentation, while dialogue entails engaging with one or more speakers for transactional and interpersonal communication purposes.
According to Martin Bygate (1987:11-12), spoken language is influenced by time constraints, which impact planning, memory, and production under pressure Unlike written language, speaking is a reciprocal activity that requires quick decision-making and immediate responses This highlights the distinct nature of speaking as a language skill, where corrections are difficult to implement after an utterance Speakers must convey their messages clearly and responsibly, adapting their communication based on the listeners' feedback to ensure understanding To facilitate effective production, speakers employ various strategies and devices tailored to their audience.
In conclusion, speaking is often regarded as the most essential skill for effective communication, particularly in face-to-face interactions The urge to connect with others motivates individuals to strive for fluency and accuracy in their speech Additionally, speaking is a crucial skill for students learning a foreign language, as it facilitates the exchange of information and cultural understanding between different countries.
1.4.2 The position of speaking skills in English language teaching
In English Language Teaching (ELT), the four essential skills—listening, speaking, reading, and writing—play significant roles; however, the primary goal for students is effective communication Consequently, speaking emerges as the crucial element in mastering the English language.
As Pattison (1992) notes, when individuals refer to knowing or learning a language, they typically mean the ability to speak it Spoken language is utilized far more frequently than written language in everyday life Therefore, for students, developing speaking skills not only boosts their confidence but also enables them to self-correct grammatical errors during communication.
When talking about the role of speaking, Bygate (1987:7) claims that: " It is the vehicle of social solidarity, of social ranking, of professional advancement and of business."
Mastering speaking skills in English is a top priority for many language learners, who often assess their progress and the effectiveness of their courses based on their improvement in spoken proficiency.
According to Nunan (1991:39), mastering the art of speaking is crucial for learning a second or foreign language, with success defined by the ability to engage in conversation This perspective highlights the significance of speaking as a vital skill in language acquisition Consequently, it is imperative for language educators to prioritize the teaching of speaking skills in their curriculum.
Teaching speaking is crucial in second language acquisition, as it aims for communicative efficiency Mastering clear and effective communication in a second language not only enhances a learner's academic success but also benefits them in various aspects of life.
What types of culture should be taught in the foreign language classroom?
Culture and language are interconnected, much like meaning and expression within language itself Educators today recognize the significance of cultural factors in teaching speaking skills and understand how the interplay between the target culture and the learner's culture affects the teaching and learning process A key question arises: what types of culture should be integrated into foreign language classrooms to align with students' awareness and the classroom environment? This issue is a growing concern among educators.
Effective culture teaching in foreign language instruction necessitates a systematic approach to developing teaching principles Notably, Kramsch's (1993) principles offer a significant framework for integrating culture into language education, reshaping the way language and culture are taught together.
Establishing a sphere of interculturality involves recognizing that teaching culture is not merely about transferring information between different cultures; rather, it requires relating a foreign culture to one's own This intercultural approach emphasizes the importance of reflecting on both cultures to foster deeper understanding and connection.
- Teaching culture as an interpersonal process, which means replacing the teaching of facts and behaviors by the teaching of a process that helps to understand others
In today's diverse societies, teaching culture requires an understanding of multiculturalism and multiethnicity, recognizing that factors such as age, gender, regional origin, ethnic background, and social class play significant roles It is essential to view cultures as dynamic and varied rather than monolithic, embracing the richness that different perspectives bring to our collective experience.
- Cross disciplinary boundaries, which means linking the teaching of culture to other disciplines like anthropology, sociology and semiology
As Tomalin and Stempleski (1993:7) suggest, it is difficult to identify a detailed syllabus for the study of culture in a language classroom They present three elements of culture:
Products Literature Folklore Art Music Artfacts
Customs Habits Dress Foods Leisure
Behavior culture should be systematically integrated into every language class, as many language teachers often start their lessons with an unannounced five-minute presentation in the foreign language These presentations typically cover topics that highlight identity, similarities, or significant cultural differences, fostering a deeper understanding of cultural dynamics among students.
Ismail Cakir (2006:155) suggests some topics that can be presented within the course Climate Meeting people
Hasselgreen (2003) emphasizes the importance of intercultural abilities in learners, which encompass various aspects of daily life and social interactions These abilities include adapting to different living conditions and traditions, navigating social conventions such as dress codes and greetings, and understanding the values, beliefs, and attitudes of speakers of the foreign language Additionally, effective verbal communication skills—such as greeting, apologizing, and expressing emotions—are crucial, along with the ability to interpret non-verbal cues like body language and facial expressions.
Dobson (1992) highlights Oxford's perspective that students are often intrigued by the similarities and differences between their own culture and that of English-speaking countries He identifies several key aspects of life in these countries that particularly capture students' interest.
1 Family relationship 11 Influence of the media
4 Courtship and wedding customs 14 Holiday
9 Student-teacher relationship 19 Students' life
Each researcher holds a unique perspective on the challenge of teaching culture in the classroom It is essential to present cultural elements in context, tailored to the students' proficiency and understanding Teachers should select appropriate cultural types that align with their students' levels to enhance the learning experience effectively.
The research was conducted at Nam Dan I High School, where English is a mandatory subject in the curriculum Students must pass English to qualify for the national examination at the end of grade 12, which is essential for obtaining their secondary school diploma The English curriculum for 12th-grade students is structured into two semesters.
105 periods, 3 periods per week Each period is 45 minute long
Our school utilizes the "English 10" textbook for 12th grade, which aligns with a new curriculum based on the communicative approach The "English 12" textbook comprises sixteen units, each emphasizing four essential language skills: reading, speaking, listening, and writing, while also addressing key language components such as pronunciation, grammar, and vocabulary.
Speaking lessons are introduced immediately after the reading lessons in each unit, offering diverse topics and activities designed to enhance students' speaking skills.
To enhance students' speaking skills, incorporating diverse cross-cultural topics within a safe classroom environment is highly effective By gaining a comprehensive understanding of the cross-cultural aspects of the language they are learning, students can boost their confidence in communication.
The study involved forty grade 12 A1 students, aged 17 to 18, and ten English teachers from Nam Dan I High School.
During high school, students primarily focused on grammar through outdated textbooks, which left them as beginners in English speaking Their exposure to the language was limited to the classroom, resulting in a lack of opportunities to develop listening and speaking skills Consequently, most students struggled to acquire effective language skills and had little understanding of what is referred to as "culture."
"cross-culture" and how to use cross-culture knowledge into speaking skill The English teachers need to stimulate their curiosity about English -speaking cultures.
Data collecting instruments
The researcher developed a survey questionnaire to gather essential data for the study, consisting of 10 questions and 2 tests, all designed to be clear and concise for better comprehension by students The questionnaire focuses on three key areas: learners' attitudes towards the target culture, the perspectives of both teachers and students on the significance of culture in English Language Teaching (ELT), and the views of learners and teachers regarding cross-cultural characteristics in speaking skills The tests aim to assess any changes in participants' English cultural achievement following the implementation of cross-cultural teaching activities in ELT.
The questionnaire, featuring multiple-choice questions, was distributed to both teachers and students at NDI, with students given fifteen minutes to complete it Additionally, informal class observations, interviews, and discussions significantly contributed to the research findings.
The un-structured interviews with students and teachers of NDI were conducted for more information These interviews were aimed to clarify some information gained from the questionnaire responses.
Data analysis 1 The attitudes of the learners towards the target culture 1.1 Positive attitudes towards the target culture
This section presents data from a survey conducted with teachers and students to examine the impact of integrating cultural information into speaking lessons The study aims to assess the changes in students' cross-cultural knowledge following this educational approach.
2.3.1 The attitudes of the learners towards the target culture
2.3.1.1 Positive attitudes towards the target culture
The first statements dealt with students' attitudes towards the learning of the target culture as part of their language class We can see the result in the table below
1 Learning a foreign language cannot be separated from learning that target culture
English effectively unless you have good knowledge of English- speaking cultures
3 The differences between Vietnamese and
Englishculture influence your learning spoken
Table 1: Positive attitudes toward the target language
The data reveals that over 85% of students recognize that learning a foreign language involves understanding its associated culture, while a significant portion remains unaware of this crucial aspect This indicates a lack of awareness among some students regarding the cultural context integral to language learning.
A recent survey revealed that 30% of students recognize the significance of cross-cultural knowledge for effective English communication, while 50% strongly agree with this perspective Conversely, 20% either disagree or are uncertain about its importance, suggesting a lack of awareness regarding the role of cultural understanding in mastering English This highlights a critical gap in the secondary school English learning process, where the connection between culture and communication is often overlooked, ultimately affecting students' ability to appreciate the value of cultural knowledge in foreign language acquisition.
2.3.1.2 Negative attitudes towards the target culture
Vietnamese students learning English have to behave like English native speakers
Table 2: Negative attitudes toward the target language
Many students acknowledge the significance of cultural knowledge in foreign language learning, yet they understand that embracing another culture does not require altering their own values and behaviors In fact, 57% of students believe that cultural knowledge enhances their English communicative competence, expressing a desire to maintain their Vietnamese identity while becoming fluent in English Additionally, 30% of students strongly agree that learning English should not equate to becoming a native speaker.
2.3.2 The attitudes of the teachers and learners towards the importance of culture ELT 5.- What do you think of the role of culture in English learning? (Students)
- What do you think of the role of culture in English learning? (Teachers)
70 very important important rather important not very important students teachers
Figure 1: The students` perception of the role of culture in English learning
At NDI High School, teachers unanimously recognize the significance of culture in English Language Teaching (ELT), with 100% expressing positive views—60% deeming it very important and 40% considering it important In contrast, students exhibit a range of opinions: 42% view cultural factors as very important, 37.5% as important, and 10% as rather important, while 10% believe culture is not very important at all This indicates that the majority of students acknowledge the role of culture in their learning, although a small percentage remain indifferent, which may correlate with their lower proficiency in English.
2.3.3 The attitudes of the learners and teachers towards cross-cultural characteristics in speaking skills
6.- Can you rank these things in order of importance in learning speaking skills?
Table 3: The attitudes of the students toward the rank of skills in order of importance in learning speaking skill
1 2 3 4 vocabulary grammar pronunciation cultural knowledge
Figure 2: The attitudes of the students toward the rank of skills in order of importance in learning speaking skill
- Can you rank these things in order of importance in learning speaking skill? (Teachers)
Table 4: The attitudes of the teachers toward the rank of skills in order of importance in learning speaking skill
1 2 3 4 vocabulaty grammar pronunciation cultural knowledge
Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in learning speaking skill
According to teachers, cultural knowledge holds equal importance in the first, second, and third positions, each accounting for 20% of their assessments Additionally, 40% of teachers believe that cultural knowledge ranks in the fourth position.
Students have varying perspectives on the significance of grammar, vocabulary, pronunciation, and cultural knowledge in developing speaking skills Notably, only 12.5% rank cultural knowledge as the least important, while 42.5% place it in the third position In contrast, 37.5% of students regard cultural knowledge as the most crucial element in effective communication.
The survey results indicate that students find the integration of cultural knowledge into speaking skills training both engaging and motivating This insight will assist teachers in identifying effective methods for teaching English.
7.- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Students)
- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Teachers)
60 strongly agree agree partly agree disagree strongly disagree teachers students
Figure 4: The attitudes of teachers and students toward influence of the difference between Vietnamese and English culture on their teaching and learning spoken English
The chart illustrates the complex attitudes of teachers regarding the impact of Vietnamese culture on the teaching and learning of speaking skills A significant majority believe that Vietnamese culture plays a crucial role in shaping their teaching methods, with no teachers indicating that it has no influence at all Additionally, half of the educators surveyed acknowledge that Vietnamese culture directly influences their approach to teaching speaking skills.
Students have varied perspectives on the influence of culture on their speaking skills, with 30% strongly agreeing that Vietnamese culture affects their learning, while 32.5% partially agree This indicates an awareness of how their cultural background impacts their speaking abilities Conversely, a minority of 12.5% believes that speaking competence is unrelated to cultural factors, attributing their lack of proficiency to other influences.
2.3.4 The students' evaluation on the applied culture teaching activities
8.- What do you think of culture teaching activities used during the English lesson? students
60 very interesting and effective interesting and effective quite interesting and effective not interesting and effective students
Figure 5: The students` evaluation on the applied culture teaching activities
According to the survey, 50% of students find classroom activities very interesting, while 30% describe them as both interesting and effective These activities provide students with ample opportunities to practice English in an engaging manner, allowing them to feel as if they are participating in a game rather than studying However, 7.5% of students feel that the activities are neither interesting nor effective, indicating that some may lack the necessary English proficiency to engage fully in these tasks.
2.3.5 Speaking as the best way of enhancing cross- cultural knowledge
9 Speaking are the best way to enrich students' cross-cultural knowledge
10 When having 4(10%) 17(42.5%) 19(47.5%) chances to discuss or talking the similarities and differences between my culture and other cultures with my classmates I understand better not only other cultures but also my own culture
Table 5: The attitude of students toward the importance of speaking skill in enhancing cross-cultural knowledge
As depicted in the table above, for the statement 9, most student (87%) ticked
A significant majority of students, comprising 75% who either "strongly agree" or "agree," believe that speaking is the most effective method for enhancing their cross-cultural knowledge during English learning However, 7.5% of students were uncertain, and 17.5% disagreed, possibly suggesting they perceive alternative methods, such as using the internet or books, as more effective for cultural enrichment Nevertheless, it is essential to recognize that enriching cross-cultural knowledge not only broadens social understanding but also fosters communicative competence.
A study revealed that 90% of students believe that discussing the similarities and differences between Vietnamese and English cultures enhances their understanding of both This highlights the engaging nature of cultural topics, encouraging frequent discussions among students Such interactions not only improve speaking skills but also deepen cultural knowledge.
2.3.6 The change in NDI students' test result after inserting and treating English culture-teaching activities into the teaching of speaking at NDI high school
At the beginning of the first term, a test is administered to all 40 students in class 12A1, followed by the integration of cultural activities into their lesson plans By the end of the term, the same students take a second culture test to assess their learning progress.
The results are found different as follow
Table 6: The change in students` test result after treating English culture-teaching activities into the teaching of speaking skill
Figure 6: The change in students` test result after treating English culture-teaching activities into the teaching of speaking skill
Discussion of the findings
The survey, though limited to a small group of students and teachers, provides valuable insights into English learning and teaching dynamics The findings from questionnaires and tests indicate that incorporating cross-cultural elements into speaking lessons is both beneficial and practical Most students involved in the teaching and learning process affirm that cross-cultural integration significantly enhances their motivation to communicate confidently.
Students increasingly recognize the significance of cross-cultural knowledge in English learning and teaching They agree that incorporating cultural elements into lessons enhances their engagement and interest Additionally, students are more motivated when given the opportunity to explore both their own culture and the culture of the target language.
Students should recognize the importance of cultural knowledge, as understanding the differences and similarities between cultures enhances their English learning experience and boosts their confidence in using the language This cultural awareness fosters a love for learning English, making it essential for culture to be integrated into English teaching practices.
The findings from questionnaires and tests indicate that language and culture must be taught together, as cross-cultural issues can enhance the teaching of speaking skills and other competencies Utilizing quizzes or discussions in pre-and post-speaking activities fosters a motivating learning environment, reigniting students' interest and improving their speaking abilities Understanding a country's culture is essential for foreign language learners, as it enables effective communication in the target language Without integrating the study of English-speaking cultures, English instruction remains incomplete and ineffective.
Data analysis highlights that speaking plays a vital role in enhancing cross-cultural awareness, while a solid understanding of cross-cultural concepts significantly improves students' communicative competence.
In today's digital age, the advancement of technology and the Internet allows us to access public libraries filled with vast information and stunning images that showcase the cultures of various countries Therefore, it is essential to utilize this valuable resource as a teaching material.
Cultural understanding plays a crucial role in English as a Foreign Language (EFL) education, as effective communication fosters intercultural awareness Given the vastness of cultural contexts, teachers cannot cover every aspect, nor can students be expected to fully comprehend an entire culture Instead, educators should encourage students to explore cross-cultural issues from diverse perspectives while promoting an open-minded approach to learning.