SKKN SOME TECHNIQUES TO TEACH THE LESSON CULTURE IN THE TEXTBOOK TO THE STUDENTS AT DO LUONG 2 UPPER SECONDARY SCHOOL 2

TEACHING EXPERIENCE TOPIC: “SOME TECHNIQUES TO TEACH THE LESSON CULTURE IN THE TEXTBOOK TO THE STUDENTS AT DO LUONG UPPER SECONDARY SCHOOL” Mơn: Anh văn NHĨM TÁC GIẢ: BÙI THỊ MỸ HẢO VÕ THÙY DUNG TABLE OF CONTENTS INTRODUCTION CHAPTER 1: LITERATURE REVIEW 1.1 Definition of culture 1.2 The relationship between language and culture 1.3 The role of culture in language teaching CHAPTER 2: SITUATION ANALYSIS AND THE SURVEY 2.1 Situation of students' learning lesson “Culture” in the textbook at Do Luong high school 2.2 Situation of teaching lesson “Culture” in the textbook at Do Luong high school 2.3 Participants 2.4 Survey questionnaire CHAPTER 3: SOLUTIONS 3.1 Using jokes 3.2 Using idioms and proverbs 3.3 Creating a communicational situation 3.4 Using visuals and media aids Celebrating festivals 3.6 Using Problem solving activities 3.7 Using Culture assimilators 3.8 Using Cultoons 3.9 Using Mini-Dramas: 3.10 Using Culture capsules 3.11 Using Quizzes 3.12 Creating Cultural Islands 3.13 Using Extracurricular activities and English Clubs CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Data collected from the survey questionnaire 4.2 Findings PART IV: CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS APPENDIX 4 6 6 8 12 16 19 20 22 22 24 25 26 28 32 34 38 38 39 41 41 41 INTRODUCTION Language is a tool of human communication and people use language to communicate for many different purposes On the other hand, every language has cultural elements, and often a country's culture will be expressed through its language Therefore, to be able to use a foreign language fluently, understanding the culture of the native country is extremely important In particular, when English plays an essential role in globalization in all areas of life and we are in a period of strong integration with the world, understanding foreign cultures will help Practical help makes communication easier and faster to achieve the purpose of communication However, in practice as well as in the learning process with native teachers, there are many cases where Vietnamese students make "cultural errors" when communicating It is a mistake that learners make, which is said to be due to cultural differences between Vietnamese learners and foreign teachers Therefore, besides teaching students about language knowledge such as vocabulary, sentence structure, grammar and skills of listening, speaking, reading and writing, teachers must aim to practice effective communication skills especially the ability to communicate in different cultures Foreign language teaching should not be separated from the interaction between the source and target language cultures In other words, teaching a foreign language should be approached from a cross-cultural communication perspective In the new high school English program, culture is taught as a separate lesson However, the lesson content is limited in cultural aspects and usually through a short reading and most students are not interested to discover new culture because they still have to perform the reading tasks Therefore, in order for cultural knowledge to be conveyed in an interesting way, teachers have to choose different techniques Exploiting cultural factors in the process of teaching foreign languages in general and English in particular not only increases students' interest in class, but also helps them improve their understanding of culture, people, customs and practices of many countries around the world, thereby forming a love of languages, the desire to discover and learn the beauty in the language and create a stronger learning motivation For such reasons, we boldly chose the issue “Some techniques to teach the lesson Culture in the textbook to the students at Do Luong upper secondary school” as the main content of this study CHAPTER 1: LITERATURE REVIEW 1.1 Definition of culture According to Henrichsen (1998) propounds the view that culture is language and language is culture He suggests that to speak a language well, one has to be able to think in that language, and thought is extremely powerful Language is the soul of the country and people who speak it Language and culture are inextricably linked, and as such we might think about moving away from questions about the inclusion or exclusion of culture in foreign language curriculum, to issues of deliberate immersion versus non-deliberate exposure to it Similarly, Kramsch (1993:1) Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them "Culture is deeply ingrained part of the very fiber of our being, but language –the means for communication among members of a culture- is the most visible and available expression of that culture And so a person’s world view, self-identity, and systems of thinking, acting, feeling, and communicating can be disrupted by a change from one culture to another." Brown(1994:170) In a word, culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other hand, as conditioning influences upon further action 1.2 The relationship between language and culture The relationship between language and culture is a complex one The two are intertwined A particular language usually points out to a specific group of people When you interact with another language, it means that you are also interacting with the culture that speaks the language You cannot understand one’s culture without accessing its language directly When you learn a new language, it not only involves learning its alphabet, the word arrangement and the rules of grammar, but also learning about the specific society’s customs and behavior When learning or teaching a language, it is important that the culture where the language belongs be referenced, because language is very much ingrained in the culture If culture is something that can be learned and communicated from generation to generation through human activity or through language communication, language is inevitably part of culture Language is not only a part of culture but also a means through which culture is communicated One will naturally express his culture through the language he uses: Every time we use language we express a cultural action On the other hand, culture is also part of language, as language embodies the products, practices, prospects, communities, and people of a culture (Moran, 2001:7) Thus, language and culture are closely intertwined: " they are so intertwined in a complex relationship that one cannot completely divide them without losing the meaning of culture or language" Language and culture are two intertwined categories, closely related to each other When we use a language to communicate, we are also interacting with the culture that uses that language Language is the sounds and writings that make sense But the meaning of words is not exactly the same in different situations and contexts According to Dell Hymes, 1972 "The key to understanding language in context is to start not in context with language but with context" Therefore, language must be understood in its specific context, or more broadly, within its culture 1.3 The role of culture in language teaching According to G Ellis – in “How culturally appropriate is the communicative approach?” (ELT journal, 1996), examples of the “cultural shocks” and cultural conflicts that stand out in language teaching Western countries in East Asia, including Vietnam, have affirmed “The central argument is that, for the communicative approach to be made suitable for Asian conditions, it needs to be both culturally attuned and culturally accepted.” Claire Kramsch, in "Context and Culture in Language Education" (1993), any communication with someone who speaks another language is a cultural act Language learning, therefore, is essentially cultural learning If we teach only the language and not the culture, we are teaching symbols that are either meaningless or ambiguous enough that students will get them completely wrong That is also the reason why the lesson "Communication and Culture" was carefully selected by the Ministry of Education to be included in the 10-year high school program of new English textbooks As we all know, the "communicative approach" with the goal is to help learners develop the ability to communicate in a foreign language, that is, the ability to use different forms, meanings and functions appropriate language skills in a certain social context, is considered the most popular and effective foreign language teaching method today It focuses on building communicative competence for learners instead of just mastering language structures And of course, Communication - Context - Culture are concepts that cannot be separated in the process of teaching foreign languages by means of communication CHAPTER 2: SITUATION ANALYSIS AND THE SURVEY 2.1 Situation of students' learning lesson “Culture” in the textbook at Do Luong high school In fact, most of the students at Do Luong high school live far from the district center and come from low-income families, which is a big interference to their study of English subject Accordingly, they not have enough condition to get exposed to the practice of English such as meeting and talking to native English tourists Not many families have a computer connected to the internet - and useful device for students to study The students’ living conditions have a big effect on the way students study For them, learning the lesson Culture is not more than learning reading the passage and doing the tasks They are not interested in finding other sources of information about culture Learning culture seems to be unnecessary for them That is why many of them lack cultural knowledge which is very useful in their real life 2.2.Situation of teaching lesson “Culture” in the textbook at Do Luong high school In the past ten years, there has been considerable progress in the methods that the teachers at Do Luong high school are using The program in the new textbooks has put lots of pressure on the teachers because they have to fufill students’ knowledge to pass the GCSE exam For the limited of time for the lesson Culture, we often follow the tasks designed in the textbooks to teach students We also use technology to search for pictures and videos to assist teaching and learning However, the effectiveness of the lessons Culture is not very high In fact, we have realized that the lessons Culture are not interesting to students 2.3 Participants To conduct this research, the researcher have asked for the permission from the school’s Board of Directors and the English Group with the affirmation that the experimental students are provided with required knowledge in the textbooks and benefit from different techniques The study is conducted with the participation of 163 students at Do Luong high school including K55C1 (41 students), K55B2 (41 students), K55B3 (41students), K55B4 ( 40 students) They are supposed to be at the similar level of English language ability basing on the results of the entrance exam to Do Luong high school Students in four classes belong to two groups: the experimental (classes K55B1 and K55B2) with 82 students and the control (K55B3 and K55B4) with 81 students From the school year 2020-2021 to the first semester of 2021-2022, the experimental classes are taught with the use of different techniques and the control ones are taught without these techniques They are given a chance to a quiz, which is used during the lesson 2.4 Survey questionnaire A survey questionnaire including six statements with five options from which the students choose their answer (See appendix 2) is conducted to find out the experimental students’ attitudes towards culture-based activities and culture learning after finishing the first semester of the school year 2020-2021 The questionnaire focuses on finding out the students’ general comments on the use of the techniques in the lessons culture, the role of cultural activities towards their cultural awareness, the effectiveness of cultural activities in English lessons, the role of culture-based activities towards students’ curiosity and desire to explore and compare Vietnamese culture with other cultures in the world, the students' self-evaluation of their own cultural ability after doing cultural activities, the role of culture learning in English learning and the students' expectations towards the integration of cultural activities in English lessons CHAPTER 3: SOLUTIONS SOME TECHNIQUES TO TEACH THE LESSONS CULTURE In this chapter, the researcher would like to suggest some techniques that can be applied to raise students’ cultural awareness during the lessons Culture These techniques have been effectively used in many classes at Do Luong high school as well as in many classes at Do Luong 1, Do Luong and Do Luong high schools Depend on the level of the students, we can adapt the lesson Culture so that our techniques can be applied effectively The techniques can be used at different phases such as before the lesson, during the lesson and after the lesson Some lessons can be adapted as students’ homework so that teachers have more time to prepare for longer-time activities Below are fourteen types of techniques, each of which is illustrated with a sample application for illustration 3.1 Using jokes The culture of each country is expressed in many aspects, in which jokes are also one of the means of clearly reflecting the culture of a nation It is the teacher's job to help students appreciate the humor in stories to help them understand the culture and language they are learning At the same time, using jokes makes an important contribution to helping students relax, reduce anxiety, and moreover, they can overcome stress and easily absorb lessons Jokes also help you improve the learning atmosphere in class, especially for students who are always worried about making mistakes or worried about their speaking ability Jokes are divided into many genres, but for the purpose of introducing culture and developing language skills, we choose stories with light, pure satire, or witty and appropriate words Jokes can be introduced into the classroom in the form of reading comprehension passages, additional reading, telling jokes, translating jokes, listening to jokes, or developing speaking skills in the form of storytelling The following are a few ways to most effectively include jokes in class: * Telling jokes Telling jokes is a fun activity that can be done by teachers or students Teachers can tell in their own voice, but they can also let students listen to audio to develop more listening skills Teachers should also encourage students to tell jokes in English to the whole class, for students to practice speaking and storytelling skills in front of a crowd This activity is best done at the beginning or the end of the lesson *Translating jokes Teachers may sometimes ask students to translate a joke into English, retell the story in English, or vice versa This activity not only helps children develop their vocabulary but also helps them discover the interesting things in each story *Reading jokes Teachers can organize reading jokes during Reading time or read more at home If using jokes as reading comprehension content, teachers need to prepare carefully, choose stories of appropriate length, design reasonable questions, and have clear, clear and consistent content with the topic of the lesson study the better * Jokes and moral lessons Jokes can become a serious class discussion Behind many fables are deep moral lessons that folk or authors want to convey to readers and listeners Learning and discovering these things is a very useful activity for students, helping them know how to analyze and evaluate a story in English *Preparation: Teacher prepares suitable jokes for the content of the lesson and the level of students * Procedure: Depend on the ways mentioned above, teacher spend time telling jokes or asking students to read, translate jokes, then teacher asks them about what they understand from the jokes and what are the moral lessons of the jokes Here are some of the jokes we used in our classes: Joke 1: The boy and the baber (Applied for Unit 2: Relationship- Tieng Anh 11) A young boy enters a barber shop and the barber whispers to his customer "This is the dumbest kid in the world Watch while I prove it you." The barber puts a dollar bill in one hand and two quarters in the other, then calls the boy over and asks, "Which you want, son?" The boy takes the quarters and leaves "What did I tell you?" said the barber "That kid never learns!" Later, when the customer leaves, he sees the same young boy coming out of the ice cream store "Hey, son! May I ask you a question? Why did you take the quarters instead of the dollar bill?" The boy licked his cone and replied, "Because the day I take the dollar, the game is over!" Joke 2: Two friends and the bear(Applied for Unit 9: Preserving the environment- Tieng Anh 10) Two campers are walking through the woods when a huge brown bear suddenly appears in the clearing about 50 feet in front of them The bear sees the campers and begins to head toward them The first guy drops his backpack, digs out a pair of sneakers, and frantically begins to put them on The second guy says, "What are you doing? Sneakers won’t help you outrun that bear." "I don’t need to outrun the bear," the first guy says "I just need to outrun you." Joke 3: Voice mail (Applied for Unit 5: Inventions- Tieng Anh 10) Akpos goes to the post office, buys an envelope and screams out loud into it and then seals it When the post office attendant asked him why he did that, he smiled and replied with a soft voice “I’M SENDING A VOICE MAIL” Joke 4: Like a gentleman! (Applied for Unit 3: Becoming independent- Tieng Anh 11) Dick was seven years old, and his sister, Catherine, was five One day their mother took them to their aunt’s house to play while she went to the big city to buy some new clothes The children played for an hour, and then at half past four their aunt took Dick into the kitchen She gave him a nice cake and a knife and said to him, “ Now here’s a knife, Dick Cut this cake in half and give one of the pieces to your sister, but remember to it like a gentleman,” “Like a gentleman?” Dick asked “How gentleman it?” “They always give the bigger piece to the other person,” answered his aunt at once “Oh,” said Dick He thought about this for a few seconds Then he took the cake to his sister and said to her, “Cut this cake in half Catherine.” Joke 5: The River Isn't Deep (Applied for Unit 10: Eco-tourism- Tieng Anh 10) A stranger on horse back came to a river with which he was unfamiliar The traveller asked a youngster if it was deep "No", replied the boy, and the rider started to cross, but soon found that he and his horse had to swim for their lives When the traveller reached the other side he turned and shouted : "I thought you said it wasn't deep ?" "It isn't", was the boy''''s reply : "it only takes grandfather's ducks up to their middles !" Joke 6: Delicious(Applied for Unit 1: Generation Gap- Tieng Anh 11) Three sons left home, went out on their own and prospered Getting back together, they discussed the gifts they were able to give their elderly mother The first said, "I built a big house for our mother." 10 *Sample application 2: (applied for Unit 8: Our world heritage sites – Tieng Anh 11) Preparation: Teacher prepares many pictures about wonders of the world and hangs on the walls of the classrooms before the lesson to make sure that the pictures motivate students to discover the new lesson Procedure: When starting the lesson, teacher asks students about the pictures, the names of the wonders, where they are and all the information students know about them Then students slowly discover the new topic of the lesson 33 The following pictures are the illustration for the use of cultural island applied for Unit 9- Preserving the environment – Tieng Anh 10 34 3.13 Using Extracurricular activities and English Clubs * Guiding: Extracurricular activities are one of the forms that can be applied flexibly to integrate English cultural knowledge for students Instead of teaching the reading tasks in the lesson Culture in the textbook, teachers can choose suitable 35 content in the lesson to hold content-based English clubs or extracurricular activities Students will have a chance to experience different cultures through different activities of the clubs In fact, at our school, all the English Clubs or Experiential Activities have different topics based on the textbook contents Teachers in the English group require students to exploit and integrate cultural factors and their cultural background knowledge in the competition Besides, we also invite foreign teachers to participate, creating opportunities for students to learn and exchange cultures *Sample application : Music Festival (applied for Unit 3:Music – Tieng Anh 10) Preparation: Teacher chooses teamss of students and asks them to search for all the information about music in the world The English group will prepare different questions and competitions about the topic music Team 1: Viet Nam Team 2: Laos Team 3: South Africa Team 4: England Procedure: Four teams will try to fulfill the requirements and show the features of their music through costumes, folk music, dancing and modern music The judges will observe and score students’ performances Here are some pictures of the English Club and English Extracurricular activities in the last three years at our school 36 37 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Data collected from the survey questionnaire The following table shows the results of questionnaire: Options Statements Strongly Agree Disagree Strongly Don’t agree (%) (%) disagree know (%) (%) (%) Learning culture is an important part in English learning 15.7 61.5 13 8.5 The lesson Culture in textbooks are quite similar to Reading lessons, so they are boring 27 56 Cultural activities adapted from the lesson Culture make it livelier, more interesting and stimulate me to learn English and love the language they are learning 29.3 48.5 14.4 4.3 3.5 Cultural activities adapted from the lesson Culture inspire me to explore and compare Vietnamese cultures with other cultures in the world 38 45 10 5 After taking part in the Cultural activities adapted from the lesson Culture, I feel more confident when using English in class and in reallife situations 41.6 45 8.4 Cultural activities should be used more often in all Culture lessons 52.7 25.8 16 3.5 As can be seen from the table, most of the experimental students have positive responses to the use of the techniques in teaching the lessons Culture The average percentage of the students who choose the option "Strongly agree" and "Agree" is more than 80% Their answers are reconstructed and analyzed as follow: Clearly from the graph, most of students agree that the activities are interesting and attracting With the use of different audio and video aids, the 38 lessons become more interesting to students More than 90% of the students agree that Cultural activities adapted from the lesson Culture make it livelier, more interesting and stimulate students to learn English and love the language they are learning As mentioned in the comparison between the results of the pre-test and post-test, the students have considerable progress thanks to the use of the techniques Through these activities, knowledge of culture is presented in a natural way and therefore is easily absorbed by the students The responds received from statement prove that English lessons become more lively and interesting.Most of the students then not only learn about the target culture but also perceive more about themselves and their own cultural perspectives However, the number of students who disagree, strongly disagree or don’t know is still many (8.5%, 6% and 3.5% respectively) Perhaps, these activities have not satisfied all students’ needs and desires Nearly 80% of the students are stimulated to explore cultural elements of Vietnam as well as other countries in the world During the application of culture-based activities in experimental classes, the researcher find that most of the students are eager to join the activities not for the purpose of fulfilling teacher's requirements but to experience new cultures It is clear that culturebased activities have motivated them in learning about cultures This proves that there has been an attitudinal changes among students With reference to the assistance of culture-based activities to language knowledge, language skills and working skills, more than 80% of students agree that Cultural activities should be used more often in all Culture lessons Some students also claim that they feel more confident to talk to foreign tourists that they meet on the streets or at beaches The graph reveals that most of the students have found cultural activities useful and helpful in their English learning 4.2 Findings From the above discussion and data analysis, we have found that the application of cultural techniques in the experimental classes brings many benefits to students Teaching English with the integration of these activities not only assures the knowledge required in the textbook but also supplies more open cultural knowledge to students When using some cultural questions, situations or quizzes related to culture to ask the students from the control classes, we received mostly wrong responses or inadequate answers Considerably, the experimental students got higher marks when doing the quizzes The result is below: 39 Here are the statistics from the quizzes that the students from four classes have done: Mark ≥8 K55B3, K55B4 K55B1, K55B2sss Mark 6.4 ─ Mark Mark 5.0 ─ 6.4 < 5.0 Total 04 student 10 students 20 students 48 students 82 students accounting accounting accounting accounting for accounting for 5% for 13 % for 24% 39 % for 100 % students 16 students 30 students 26 students 81 students accounting acounting for acounting for acounting for accounting for 11 % 19 % 37.5 % 32.5 % for 100 % These outcomes have proved the effectiveness of cultural activities in raising cultural awareness for the students at Do Luong high school With the help of modern technology, teachers have many ways to search for effective materials Basing on the theoretical background and findings of study, the researcher would like to provide some implications for culture-based activities to enhance students' cultural awareness 40 CONCLUSION AND SUGGESTIONS CONCLUSION: This study has checked and investigated the attitudes of learners towards the use of some techniques in teaching and learning the lesson Culture Firstly, the activities contribute a lot to teaching and learning a foreign language if learners are given chance to practice the target language through its culture in a pleasant and friendly warm atmosphere Secondly, the activities involve learners in the task-based activities where the goal is to set and students their best in order to compete with each other and the language is used effectively Last but not the least: the main factor of using these activities is that they bring real world context into the classroom, and enhance students to use English in a flexible and communicative way The main results of this research have implications for learners and teachers in the realm of teaching ‘real’ English The results of the survey obtained from the data collection instruments showed that the techniques applied in the lessons Culture have an effective influence on the development of linguistic competency of learners as well as communicative competency Certainly, the activities would be successful if they are presented to students in understandable way which means that they must be planned step by step It cannot be denied that they bring good result in students’ cultural knowledge SUGGESTIONS: As mentioned above, this study has shown its good impact on the teaching and learning of the lessons Culture in textbooks The techniques we have used in this study can be applied in Tieng Anh10, Tieng Anh 11, Tieng Anh 12 In addition, they can be used in other lessons The important point to consider is the different cultural background of students Before implementing some aspects of culture of a foreign language, in our case English, it is important for the teacher to take into consideration that some customs, traditions can be rude, humiliating or can be considered as abnormal by some students depending their origin, especially if we compare Christian and Muslim culture With the help of modern technology, teachers have many ways to search for effective materials Basing on the theoretical background and findings of study, the researcher would like to provide some implications for techniques to enhance students' cultural knowledge Hopefully, this teaching experience will make a small contribution to the teaching of learning English 41 APPENDIX (KEYS FOR THE QUIZZES) Question 1: Choose the sentence that best describes the picture A The man is taking out the rubbish B Rubbish should be thrown away every day or it may cause awful smell C The child is setting the table for dinner Question 2: Which food group is good for our health? A coffee, tea, cola, chocolate, alcohol, refined sugar, white flour, salt, and processed foods such as junk foods and fast foods B caffeine containing drinks, alcohol, sugar, fatty or spicy food, food additives C fruits, vegetables, milk Question 3: What type of family is popular in Viet Nam? A Nuclear family B Extended amily C Both A & B Question 4: Who looks after children when their parents are at work in Singapore? A Mother B Father C Grandparents D Child-minder Question 5: What are traditional health belief and practices in Indonesia? A Illnesses are caused either naturally or personally B Traditional treatments, herbs and therapies used to treat the sick C Goals to restore normal, proper and comfortable condition D all of the above Question 6: Who often shops for the food in Viet Nam? A father B mother C sons D grandparents Question 7: What enterteinment format is global smash hit in 2001? A Who is milionaire? B Idol C Britain got talent Question 8: Who wrote the national anthem of the Socialist Republic of Viet Nam? A Nam Cao B Phu Quang C Van Cao D Trinh Cong Son Question 9: Who invented the instrumental ballade? A Chopin B Tchaikovsky C Elvis Presley D Michael Jackson Question 10: When was Quan Ho recognised by UNESCO ? A 2008 B 2009 C 2010 D 2011 Question 11: What type of music is popular in Indonesia? A country B pop ballade C Dangdut D hiphop Question 12: Where is country music popular? A India B America C China D Russia Question 13: What kind of music was Michael Jackson famous for? A classical music B pop music C rock ballad D country music Question 14: What are volunteer activities? A Helping old or sick people B Helping disadvantaged or handicapped children C Helping old and childless people D of all the above Question 15: What is the important invention from King Bhumibol Adulyadej? A Chaipattana Aerator B rain-making techniques C biodiesel oil project D of all the above Question 16: What is the English proverb that has similar meaning as "Nhập gia tùy tục": A Diamond cut C In Roma as the Romans D So far so good Question 17: What is the benefit of a digital camera? A make phone call B listen to music C surf the web D store and transfer photos to a computer Question 18: Match the country names with the invention: A China -3 medical incubator B Japan- PC sound card C Singapore-2 chopsticks D The Philippines-1 instant noodles Question 19: Who were in the fisrt power flight in 1903? A Percy Pilcel B the Wright brothers C King Bhumibol Adulyadej Question 20: The first time Apple was lauched was in : A February,2004 B April, 1976 C April,1975 D July, 1994 APPENDIX QUESTIONNNAIRE Options Statements Learning culture important part in learning is an English The lesson Culture in textbooks are quite similar to Reading lessons, so they are boring Cultural activities adapted from the lesson Culture make it livelier, more interesting and stimulate students to learn English and love the language they are learning Cultural activities adapted from the lesson Culture inspire me to explore and compare Vietnamese cultures with other cultures in the world After taking part in Cultural activities adapted from the lesson Culture, I feel more confident when using English in class and in real-life situations Cultural activities should be used more often in all Culture lessons Strongly Agree Disagree Strongly Don’t agree (%) (%) disagree know (%) (%) (%) REFERENCES Bayyurt, Y (2006) Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms Teacher Development, 10(2), 233-247 Brody, J (2003) A linguistic anthropological perspective on language and culture in the second language curriculum In: Lange D.L and Paige R.M (eds.), Culture as the core: Perspectives on culture in second language learning Greenwich, London: Information Age Publishing, (pp.37-51) Byram, M (1989) Cultural studies in education Clevedo, Avon: Multilingual Matters foreign language Byram, M and Grundy, P (ed.) (2003) Context and culture in language teaching and learning Clevedon: Multilingual Matters Cortés, N.C (2007) Language meeting culture in the foreign language classroom: A comparative study Interlingüística, 17, 230-237 Farnia, M (n.d.) Contrastive pragmatic study and teaching culture in English language classroom – A Case Study, pp.242-257 Genc, B and Bada, E (2005) Culture in language learning and teaching The Reading Matrix, 5(1), 73-84 Soran Karim Salim (2017), Teaching Language and Teaching Culture, Language Centre/ Salahaddin University, Erbil-Iraq Textbooks: Tieng Anh 10, Tieng Anh 11 ... AND THE SURVEY 2. 1 Situation of students' learning lesson ? ?Culture? ?? in the textbook at Do Luong high school 2. 2 Situation of teaching lesson ? ?Culture? ?? in the textbook at Do Luong high school 2. 3... create a stronger learning motivation For such reasons, we boldly chose the issue ? ?Some techniques to teach the lesson Culture in the textbook to the students at Do Luong upper secondary school? ??... Situation of students' learning lesson ? ?Culture? ?? in the textbook at Do Luong high school In fact, most of the students at Do Luong high school live far from the district center and come from low-income