Teachers beliefs about the role of culture in english language teaching and their classroom practices a case study m a 60 14 10

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE TEACHERS’ BELIEFS ABOUT THE ROLE OF CULTURE IN ENGLISH LANGUAGE TEACHING AND THEIR CLASSROOM PRACTICES: A CASE STUDY Submitted to the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRAN QUOC THAO Supervised by DANG VAN HUNG, Ph.D HO CHI MINH CITY, SEPTEMBER 2011 CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: TEACHERS’ BELIEFS ABOUT THE ROLE OF CULTURE IN ENGLISH LANGUAGE TEACHING AND THEIR CLASSROOM PRACTICES: A CASE STUDY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Department of English Linguistics and Literature, University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City Ho Chi Minh City, September 2011 TRAN QUOC THAO i RETENTION AND USE OF THE THESIS I hereby state that I, TRAN QUOC THAO, being a candidate for the degree of Master of Arts (TESOL) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, September 2011 Signature …………………………… TRAN QUOC THAO ii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr Dang Van Hung, my supervisor, for his patience, guidance, insightful advice, and constant encouragement through the whole research process Without his support and guidance, this thesis would never have been completed Secondly, I would like to thank all lecturers in the M.A in TESOL program at the University of Social Sciences and Humanities (Prof Le Cong Duc, Dr Le Hoang Dung, Dr Nguyen Tien Hung, Dr Nguyen Thu Huong, Dr Trinh Sam, Dr Le Thi Thanh, Dr To Minh Thanh, Dr Nguyen Thi Kieu Thu, Dr Nguyen Hoang Tuan, and Dr Nguyen Thanh Tung) for their profound knowledge, professionalism, and dedication, which have greatly influenced and impressed me Thirdly, I should also thank my friends for their comments, suggestions, and advice Additionally, I am very grateful to Ms Elizabeth West (M.A), Ms Judith Hunt (M.A), and Ms Moray Heather Banfield, who have helped me with ideas, proofreading, and encouragement I am indebted to the Board of Directors of a foreign language center, who have granted me permission and support to conduct this research I am also thankful to the academic staff, particularly to Ms Van Thi Hong Trinh, academic manager at the center, who helped me during my data collection Also, I owe a debt of gratitude to many anonymous participants in my research They are always in my heart Their cooperation, support, and advice greatly facilitated the empirical research and helped me see this research through to completion Finally, my greatest debt of thanks must be to my parents, brothers, and sisters who have given me unconditional love and strong support during my years of being a postgraduate student iii TABLE OF CONTENTS Certificate of originality …………………………………………………… i Retention and use of the thesis……………………………………………… ii Acknowledgements…………………………………………………………… iii Table of contents……………………………………………………………… iv List of abbreviations………………………………………………………… viii List of tables………………………………………………………………… ix List of figures and charts…………………………………………………… x Abstract……………………………………………………………………… xi Chapter Introduction…………………………………………………… 1 Rationale of the study………………………………………………… 1.2 Aims and research questions of the study…………………….……… 1.3 Significance of the study…………… …………………… ………… 1.4 Theoretical framework…………………………………… ………… 1.5 Definition of terminology ………………………………… ……… 1.6 Organization of the thesis………………………………… ………… Chapter Literature review………………………………… ….……… 10 2.1 Introduction……………………………………………….…………… 10 2.2 Language and culture………………………………………….……… 10 2.2.1 Definition of culture…………………………………… …… 10 2.2.2 The relationship between language and culture……… ……… 11 2.2.3 Culture in language teaching…………………………… …… 13 2.3 Culture teaching in language teaching………………………….…… 17 2.3.1 Objectives of culture teaching…………………………… …… 17 2.3.2 Common approaches to culture teaching………………….…… 19 2.3.3 Techniques and activities for culture teaching………… …… 22 2.3.4 Factors affecting the choice of culture teaching methodology 25 iv 2.4 Teachers’ beliefs and classroom practices…………………………… 27 2.4.1 Teachers’ beliefs……………………………………… ……… 28 2.4.2 Change of teachers’ beliefs…………………………………… 29 2.4.3 Teachers’ beliefs about culture in language teaching………… 31 2.4.4 Relationship between teachers’ beliefs and classroom practices……………………………………………………… 33 2.5 Summary…………………………………………………………… 35 Chapter Methodology………………………………………………… 36 3.1 Introduction…………………………………………….……………… 36 3.2 Research setting…………………………………………… ………… 36 3.3 Research design………………………………………… …………… 38 3.3.1 Case study………………………………………….………… 38 3.3.2 Research method…………………………………….………… 39 3.4 Research tools……………………………………………………… 39 3.4.1 Questionnaire……………………………………….………… 39 3.4.2 Classroom observation……………………………………… 42 3.4.3 Interview……………………………………………………… 44 3.5 Data collection procedures…………………………………………… 46 3.6 Data analysis procedures…………………………………………… 47 3.7 Ethical consideration………………………………………………… 48 3.8 Summary……………………………………………………………… 48 Chapter 4: Data analysis and discussion………………………………… 49 4.1 Introduction…………………………………………………………… 49 4.2 Data analysis………………………………………………………… 49 4.2.1 EL teachers’ beliefs about the role of culture in their ELT…… 49 4.2.1.1 EL teachers’ attitudes toward the role of culture in their ELT………………………………………………… … 49 4.2.1.2 EL teachers’ beliefs about the role of culture in their ELT……………………………………………… 52 4.2.3 EL teachers’ defining objectives of culture teaching in the ELT context…………………………………… ………………….… 55 v 4.2.4 EL Teachers’ classroom practices……………….…… …… 59 4.2.4.1 EL teachers’ beliefs in classroom practices…………… 60 4.2.4.2 Teaching activities for culture teaching……………… 65 4.3 Discussion of findings……………………………………… ……… 4.3.1 EL teachers’ beliefs about the role of culture in their ELT…… 71 71 4.3.1.1 EL teachers’ attitudes toward the role of culture in their ELT………………………………………… ………… 71 4.3.1.2 EL teachers’ beliefs about the role of culture in their ELT…………………………………… …… …… 72 4.3.2 EL teachers’ defining objectives of culture teaching in the ELT context………………………………….….……………….…… 73 4.3.3 EL Teachers’ classroom practices…………… ……… …… 75 4.3.3.1 EL teachers’ beliefs in classroom practices…………… 75 4.3.3.2 Teaching activities for culture teaching……………… 76 4.4 Summary………………………………………………… ………… Chapter 5: 77 Conclusions and recommendations…………………… …… 78 5.1 Conclusions………………………………………………… ……… 78 5.2 Recommendations…………………………………………………… 79 5.3 Limitations of the study……………………………………………… 82 5.4 Recommendations for further research……………………………… 82 References…………………………………………………………………… 84 Appendixes…………………………………………………………………… 94 Appendix A A cover letter for the questionnaire…………………………… 94 Appendix B Questionnaire………………………………………………… 95 Appendix C Classroom observation checklist……………………………… 99 Appendix D Questions for interview (For VTE)…………………………… 101 Appendix E Questions for interview (For NET)…………………… …… 102 Appendix F Summary of classroom observation checklists…………….… 103 Appendix G Summary of interview transcripts (VTE: in Vietnamese)………………………………………………… vi 106 Appendix H Summary of interview transcripts (VTE: translated in English)………………………………………….…………… 110 Appendix I Summary of interview transcripts (NET)…………………… 114 Appendix J The results of EL teachers’ defining objectives of culture teaching (Q5)…………………………………… …………… 118 Appendix K The results of EL teachers’ using culture teaching activities (Q10)………………………………… ……………………… vii 120 LIST OF ABBREVIATIONS ACTFL American Council on Teachers of Foreign Languages B.A Bachelor of Arts CBE New Communicative English EFL English as a foreign language EL English Teacher ELT English Language Teaching ESL English as a Second Language GE General English IELTS International English language Testing System M.A Master of Arts NCE Communicative Business English NET Native English Teacher TESOL Teaching English to Speakers of Other Languages Ph.D Doctor of Philosophy Psy.D Doctor of Psychology TOEFL iBT The Test of English as a Foreign Language internet-based test TOEFL PBT The Test of English as a Foreign Language paper-based test TOEIC Test of English for International Communication VTE Vietnamese Teacher of English viii LIST OF TABLES Page Table 3.1 The general information of VTE and NET……………………… 40 Table 3.2 Personal information of observed EL teachers………………… 43 Table 3.3 Personal information of interviewed EL teachers……………… 44 Table 4.1 EL teachers’ interest in culture teaching………………………… 50 Table 4.2 EL teachers’ attitudes about cultural aspects…………………… 51 Table 4.3 EL teachers’ opinion about the importance of including culture Table 4.4 EL teachers’ beliefs about the role of culture in their ELT……… 53 Table 4.5 Culture teaching objectives in order of importance as defined by EL teachers…………………… …………… ………………… 52 57 Table 4.6 EL teachers’ including cultural information into ELT………… 61 Table 4.7 EL teachers’ including cultural information into ELT (continued) 63 Table 4.8 EL teachers’ frequency of culture including…………………… Table 4.9 A list of possible culture teaching activities…………………… 67 64 Table 4.10 The culture teaching activities arranged in order of frequency… 68 Table 4.11 Additional culture teaching activities mentioned by NET……… ix 70 nào? Thầy/Cô học sinh Việt biêu sinh thơng tin quan trọng thấy thích hay khơng Nam học thích nội văn hóa dung văn hóa đó? nước nói tiếng Anh họ cảm thấy nhàm chán C3 Thầy/Cơ có cảm Hiện tơi chưa Cần quan trọng Rất quan trọng Văn hóa ngơn Văn hóa xem thấy việc giảng dạy thấy lợi ích việc giới thiệu ngữ đôi với skill văn hố giảng mà giúp ích cho văn hóa giúp cho nhau, Nên quan dạy tiếng Anh quan việc học ngơn ngữ người trọng khơng? Tại ngồi Anh hiểu rõ sử thích có/Tại khơng? việc tạo thích thú Thầy/Cơ nghĩ tiếng cần thiết để giải trọng văn hóa dụng ngơn ngữ tốt q trình C4 học điều quan trọng Tơi nghĩ phát triển Giúp học viên hiểu Giúp cho người học Học ngôn ngữ cần Cung cấp thông tin mục đích mặt ngơn ngữ, rõ ngơn ngữ biết cách giao tiếp biết việc giới thiệu nghĩa giúp cho họ tốt văn hóa giúp sử dụng tốt ngơn Cung cấp thơng ngơn ngữ phù hợp 107 văn hố giảng cải thiện ngôn ngữ ngữ mà người học tin, sử dụng dạy mình? họ cho phù hợp C5 Thầy/Cô thường Tôi giới thiệu, Nếu có đủ thời Nếu điểm văn hóa Tìm hiểu Tơi thường cố gắng làm với tơi khơng hiểu tơi gian, tơi cố gắng mà phổ biên mạng, hỏi giới thiệu chúng thông tin văn hoá tra cứu tới giới thiệu chúng nên giới thiệu, đồng nghiệp để sách Thầy/Cơ Cịn khơng tơi lướt cịn khơng rõ khơng hiểu giới thiệu dùng? thầy/cơ qua hiểu nên tìm hiểu thường giới thiệu cịn khơng phổ biến bỏ qua? nên phải lướt qua C6 Thầy/Cơ có gặp Văn hóa đóng tỉ lệ Có Đơi thời Có Do khơng đủ Thường hay gặp Tơi khơng khó khăn q nhỏ việc giảng gian nên khơng thời gian để dạy vấn đề thời gặp khó khăn trình giảng dạy văn dạy thơi, nói đủ để giải thích hết gian hố khơng? (chẳng từ 10-15%, nên toàn nội dung hạn thiếu tài liệu, khơng có ảnh hưởng văn hóa cho thời gian dạy ? đến cơng việc em học sinh giảng dạy ngơn ngữ 108 q trình giới thiệu chúng C7 Thầy/Cơ có giải Tơi nghĩ nên dạy Khi giới thiệu Học sinh học Khơng thiết Giới thiệu văn hóa thích hay giới thiệu từ cấp độ bất văn hóa khơng giải thích sơ sơ, phải phân biệt cấp khơng giới hạn trình thơng tin văn hố đầu dạy cho học viên phân biệt trình độ cao nên đào trình độ bắt đầu? (hay độ, sâu Thầy/Cơ giới thiệu giới thiệu học thiết phải cịn học viên trình độ độ trình độ viên có trình độ từ trung cấp trở lên? ) C8 Thầy/Cô thường Cách hay cho Cho học viên Tùy thuộc vào điểm Tôi sử dụng Tôi sử dụng video tổ chức hoạt động học viên quan sát nhà tự tìm hiểu rõ văn hóa: tranh, ảnh, tranh ảnh, video clips học để dạy văn hoá đoạn video clip để học giải thích, body clips q trình lên học viên quan sát viên cảm nhận language, phim, có lớp mình? cách ăn mặc ngơn ngữ thể mời giáo viên cách nói nước ngồi tình 109 viên tìm hiểu APPENDIX H Summary of interview transcripts (VTE: translated in English) Questions VTE VTE C1 What you Language and culture think about Culture the cannot be separated, language VTE and Culture plays VTE an Language ELT because it is connected language and culture? language is originated interrelated from language Q2 How think cultural about and They In with each with because other interrelated It is a good should pay attention integrate culture in to this ELT you Cultural information Cultural some language and reflects its culture language teaching we the in are is important role in culture are always interrelated relationship between and it can be said that interrelated culture VTE idea to I find the cultural Most of English Each textbook has textbooks information in the information in the books contain its information I’m using is not very textbooks is not textbook I’m using cultural own characteristics If a of English speaking interesting and good much, if particular very interesting and information and I piece of cultural countries in textbook you the Therefore, information practical, and I am find are Vietnamese students 110 it very information is quite interested in necessary and interesting, we using? Are you often feel bored when interested in teaching learning the cultures them? introducing them in important should introduce it my teaching to learners of English speaking countries C3 What you I don’t see any It is very necessary It is very important Because think about the role of benefits in including and important because culture learners understand cannot in English your cultural information language in my teaching It teaching? Is and it doesn’t help learners important or not? use better it helps and for learners lessons more cultural be awareness important introduce the language because is English separated, it is very considered as one learn English except making culture It is very important to of the skills in it to language teaching and learning Therefore, the role interesting of culture is very important Q4 What are the goals teaching ELT? of I think culture Introducing culture Help learners use When we learn a Provide culture introducing will help helps in your learners learners English improve understand better, language It’s information and communicate better necessary to know help learners use language skills better language better its culture 111 the language appropriately Q5 What you I will introduce it, If I have enough If a cultural aspect I will search on the I often whenever and if I of information textbooks using? Do to and colleagues for help cultural to look it up until I I will skip it explain it But if it in in the understand it is not common, I introduce it are will skip it you try not time, I will try to is common, I will Internet or ask my introduce it you come across a understand, I will try introduce it If not, introduce piece often order to you introduce it or skip it? Q6 Do you have any Culture difficulties time to troubles with time cultural very small proportion time to explain all introduce to difficulties in introducing it, your (10-15%) in ELT, so culture information students during your I teaching? Sometimes Yes There is not I sometimes have I hardly meet any in accounts for only a there is not enough enough teaching aspects introducing Yes don’t meet difficulties any to students in introducing it Q7 When you I think that cultural explain It is not necessary As for beginners, Cultural Cultural cultural information should be to differentiate the cultural information information can be information can be information? At the included from the level to introduce should be briefly introduced at any introduced at any 112 beginning, elementary level intermediate or advanced level? cultural introduced, but for level information advanced learners it because cultural should level be information can be extensively introduced at any introduced level Q8 What cultural The best way is to let I teaching activities learners watch often a learners give It depends on I exercises to at can classroom home so that they photos, explanation, time? They will observe the ways people wear pictures, I use videos clips culture culture aspects I photos, or video you during your video clip teaching use use pictures, clips can understand the body language, or I language better can invite a native clothes and talk in English teacher to different situations class 113 APPENDIX I Summary of interview transcripts (NET) Questions NET NET Q1 What you think When you learn a language, It can’t NET NET be Language is its culture, I think that culture and about the relationship you have to understand the separated and language and culture language between language and words and you have to learn are positively related culture? are closely related something about the culture because the language represents the culture Q2 How you think about the In some of books, there are Cultural cultural no explanations at all that information Not useful for the Sometimes, is students Cultural ideas textbooks some talk about information of English You don’t know where it is, interesting not help students, just lifestyle, or movies, etc speaking countries in and I have to explain what it helpful for students to go They are very interesting the textbook you are is abroad, and interact with I really enjoy introducing others in business them using? Are so that students can you understand interested in teaching I’m 114 not interested them? I’m Q3 What you think somehow because your is not Yes, I am interested interested necessary and important In some way, it is important It is very important I don’t think it is useful Definitely important My about the role of culture in ELT in it for students job is to help students English become global citizens language teaching? Is it important or not? Q4 What are the goals Culture of culture teaching in learners your ELT? language introducing understand and misunderstanding from other cultures helps Provide cultural I the information; don’t think it is English help necessary and important is international an language avoid students know how I don’t think culture They have opportunities people to write a business helps students learn to study abroad, letter English Culture is not communicate, or find the helpful jobs or communicate with other people from other countries Q5 What you often I often introduce it to my I introduce it I don’t introduce culture I introduce it to my whenever you come students in my lesson I only students 115 across a piece of bring culture relevant cultural information in the textbooks you are using? Do you try to introduce it or skip it? Q6 Do you have any Sometimes information is I don’t have enough difficulties in teaching not accurate, so I have to time The difficulty I often face is time cultural aspects to your correct it and I give them students during your alternatives teaching? Q7 When you All of them It can be taught explain cultural anytime information? At All levels All levels the beginning, intermediate or advanced level? Q8 What cultural I explain, open up a I explain, talk about teaching activities discussion, compare things what I know, or talk 116 - Explain experience; my own raise you during your in Vietnamese cultures, and about classroom time? teaching sometimes show pictures my students’ curiosity and experiences in my interest; open discussion; own compare students’ own culture, cultural differences; open discussions 117 cultures APPENDIX J The results of EL teachers’ defining objectives of culture teaching (Q5) VTE NET Items M M N 14 2 1 % 14 60.9 8.7 8.7 4.3 40 20 26.7 6.7 6.7 N 16 1 0 10 0 0 % 21.7 69.6 4.3 4.3 0 33.3 66.7 0 0 Provide information about shared values and N 16 1 11 1 beliefs % 8.7 69.6 4.3 8.7 4.3 4.3 73.3 13.3 6.7 6.7 N 10 0 0 % 34.8 43.5 13 8.7 0 26.7 53.3 13.3 0 6.7 Provide information about the history, geography and political conditions of the foreign culture(s) (Q5-1) Provide information about daily life and routines (Q5-2) (Q5-3) Provide experiences with a rich variety of cultural expressions (literature, music, theatre, film, etc.) (Q5-4) 118 N 13 0 6 0 % 21.7 56.5 13 8.7 0 40 40 13.3 0 6.7 Promote reflection on cultural differences (Q5- N 11 2 0 4 0 6) % 30.4 47.8 8.7 8.7 0 46.7 26.7 26.7 0 Promote increased understanding of learners’ N 14 0 1 own culture (Q5-7) % 21.7 21.7 13 4.3 0 20 53.3 13.3 6.7 6.7 Promote the ability to handle intercultural N 16 0 1 0 % 26.1 69.6 4.3 0 46.7 40 6.7 6.7 0 Develop attitudes of openness and tolerance towards other peoples and cultures (Q5-5) contact situations (Q5-8) Note: 1=Very important; 2=Important; 3=Not important; 4=Less important; M=Missing data 119 APPENDIX K The results of EL teachers’ using culture teaching activities (Q10) VTE Items NET M M N 16 0 0 % 69.6 30.4 0 60 40 0 N 13 10 0 country or culture (Q10-2) % 56.5 43.5 0 40 53.3 6.7 I ask my learners to independently explore an aspect of the N % 26.1 39.1 30.4 4.3 13.3 53.3 26.7 6.7 N 11 5 % 39.1 47.8 8.7 4.3 26.7 33.3 33.3 6.7 N 10 % 43.5 39.1 17.4 40 53.3 6.7 I tell my learners what I heard or read about the target country or culture (Q10-1) I tell my learners what I heard or read about the target target culture (Q10-3) I use videos, CD-ROMs or the Internet to illustrate an aspect of the target culture (Q10-4) I ask my learners to think about what it would be like to live in the target culture (Q10-5) 120 N 12 12 0 % 52.2 34.8 13 80 20 0 N 12 10 % 52.2 43.5 4.3 60 33.3 6.7 N 12 10 6 % 4.3 52.2 43.5 13.3 40 40 6.7 N 10 which people from different cultures meet (Q10-9) % 39.1 43.5 17.4 6.7 46.7 40 6.7 I comment on the way in which the target culture is N 11 9 % 47.8 39.1 8.7 4.3 33.3 60 6.7 N 15 % 65.2 30.4 4.3 60 26.7 13.3 I talk to my learners about my own experiences in the target country (Q10-6) I ask my learners to describe an aspect of their own culture in English (Q10-7) I bring objects originating from the target culture to my classroom (Q10-8) I ask my learners to participate in role-play situations in represented in the ELT materials I am using in a particular class (Q10-10) I ask my learners to compare an aspect of their own culture with that aspect in the target culture (Q10-11) Note: 1=Often; 2=Once in a while; 3=Never; M=Missing data 121