An investigation into teachers perceptions and practice of integrating target culture for communicative competence in english textbook 10 at some high schools in quang tri province

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -  - PHAM THI NGOC AN INVESTIGATION INTO TEACHERS‟ PERCEPTIONS AND PRACTICE OF INTEGRATING TARGET CULTURE FOR COMMUNICATIVE COMPETENCE IN ENGLISH TEXTBOOK 10 AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: TRAN QUANG HAI, D.Ed HUE, 2013 BỘ GIÁO DỤC ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -  - PHẠM THỊ NGỌC KHẢO SÁT QUAN ĐIỂM CỦA GIÁO VIÊN VÀ VIỆC DẠY KẾT HỢP VĂN HĨA ĐÍCH NHẰM NÂNG CAO NĂNG LỰC GIAO TIẾP CỦA HỌC SINH Ở CÁC TRƯỜNG THPT TẠI QUẢNG TRỊ THƠNG QUA GIÁO TRÌNH TIẾNG ANH 10 LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG HẢI HUẾ, 2013 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Phạm Thị Ngọc i ABSTRACT This thesis studied issues relating to teachers‟ perceptions and practice of integrating target culture for communicative competence in English textbook 10 at some high schools in Quang Tri province In that process, it attempted to demonstrate teachers‟ perceptions and practice of incorporating target culture in English language teaching, whether teachers have positive or negative attitudes towards culture teaching, how they practice integrating target culture in teaching English language and whether they are satisfied with the cultural content in the Grade 10 English textbook By means of questionnaires, interviews and classroom observation, the data were collected and analyzed based both on the quantitative and qualitative approaches The participants for this study included 48 EFL teachers at some high schools in Quang Tri and the data was collected mainly through questionnaire In addition, I delivered the interviews with 10 EFL teachers who are currently teaching at high schools in Quang Tri to help me confirm the results collected through taperecording and note-taking Lastly, classroom observation is also used in this study Thanks to this method, I could see the specific behaviors and events occurring in the classroom It also provides more detailed and precise evidence than other data sources The results from the study indicated that most of the teachers were aware of the importance of culture teaching in English language classes They were also interested in the cultural content in the Grade 10 English textbook Teachers thought teaching of culture through the textbook could benefit their students by not only enriching students‟ knowledge but also bettering students‟ communicative competence or intercultural communication However, teaching of culture in the Grade 10 English textbook at high school seemed not to satisfy teachers‟ need and interest as well as students They also expected that the Grade 10 English textbook should have an appropriate syllabus and more presentation the cultural content From the analysis of this real situation, the study also provides some pedagogical implications and suggestions to raise the teachers‟ awareness of culture teaching through the Grade 10 English textbook, helping them apply this issue effectively into English language classes ii Acknowledgements Above all, I would like to express my profound gratitude to my supervisor, Dr Tran Quang Hai, who has been a source of ideas, comments, and support at every stage of the development of this research paper He was always willing to be unstinting in his support, reading the paper and making thought - provoking suggestions I would also like to give special thanks to Assoc Prof, Dr Truong Vien, for his helpful support and enthusiastic encouragement Also, my special thanks go to the teachers and the students at some high schools in Quang Tri Province who generously and enthusiastically spent their time for iii my interviews, questionnaire and classroom observation to be conducted conveniently Finally, from the bottom of my heart, I am deeply grateful to my beloved family, and my close friends who always give me advice, support and encouragement to help me overcome all the difficulties while I conducted this study iv TABLE OF CONTENTS Pages STATEMENT OF AUTHORSHIP i ABSTRACT .ii ACKOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF ABBREVIATIONS viii CHAPTER 1- INTRODUCTION 1.1 Background of the study 1.2 Reason for the study 1.3 Aims and Objectives of the research 1.3.1 Aims 1.3.2 Objectives 1.4 Research questions 1.5 Significance of the study 1.6 The scope of the study 1.7 Structure of the study CHAPTER 2- LITERATURE REVIEW 2.1 Definitions of culture 2.2 Culture and com munication 2.2.1 The history of culture teaching 2.2.2 Relationship between language and culture 2.2.3 Intercultural communication 10 2.3 Cross - cultural awareness 11 2.3.1 Cultural awareness 11 2.3.2 Cross – cultural awareness .12 2.4 Intercultural communicative competence 12 2.5 Culture in language teaching 13 2.5.1 Role of culture in language teaching .13 v 2.5.2 The importance of incorporating the target culture in English language teaching 15 2.6 Goals and principles of teaching culture 17 2.6.1 The main goals 17 2.6.2 Principles 19 2.7 Way of teaching culture 20 2.7.1 Factors influencing the choice of methodology 20 2.7.2 The most common approaches to the teaching of culture .21 2.7.3 Techniques and activities for teaching culture 23 2.8 Course book adaptation 26 2.9 Previous Studies .28 CHAPTER - RESEARCH METHODOLOGY 31 3.1 Introduction 31 3.2 Research approaches 31 3.3 Research scope .31 3.3.1 Research Subjects 31 3.3.2 Research Site 32 3.4 Research methods 32 3.4.1 The questionnaire 32 3.4.2 The interviews 33 3.4.3 Classroom observation sheets on seven experimental teaching periods 34 3.5 Data analysis 34 CHAPTER 4- FINDINGS AND DISCUSSION 36 4.1 Teachers‟ beliefs about language and culture teaching 36 4.1.1 EL teachers‟ attitudes towards culture teaching 36 4.1.2 Teachers‟ perceptions of language teaching objectives 39 4.1.3 Teachers‟ perceptions of cultural teaching objectives .42 4.2 Teachers‟ perceptions about „culture‟ 45 4.3 Teachers‟ perceptions of cultural aspects in English textbook 47 4.3.1 Topics teachers expect to teach culture in English textbook for Grade 10 47 vi 4.3.2 Teachers‟ perceptions on cultural aspects in Grade 10 English textbook 51 4.4 Teachers‟ opinions on the role of culture in language teaching .53 4.5 Teachers‟ perceptions of time they devote to culture teaching 56 4.6 Teachers‟ practice relating to culture teaching 59 4.7 The observation of teachers‟ practice of integrating target culture in language classroom 63 CHAPTER 5- CONCLUSIONS AND IMPLICATIONS 66 5.1 Summary of results 66 5.2 Implications and recommendations 69 5.3 Limitations of the study and suggestions for further research .70 REFERENCES 72 APPENDICES vii LIST OF TABLES Page Table 4.1: Teachers‟ interest in culture teaching 37 Table 4.2: Teachers‟ opinions on the importance of integrating target culture in ELT 38 Table 4.3: The result of teachers‟ beliefs on objectives of English language teaching 40 Table 4.4: A list of culture teaching objectives 42 Table 4.5: The result of culture teaching objectives as defined by teachers in four dimension 43 Table 4.6: Teachers‟ definitions of „culture‟ 45 Table 4.7: Cultural topics expected by teachers .48 Table 4.8: The themes and topics related to aspects of cultures found in Grade 10 English textbook .49 Table 4.9: Teachers‟ opinions on cultural aspects in Grade 10 English textbook 51 Table 4.10: Teachers‟ opinions about the role of culture in teaching FL 53 Table 4.11: The culture teaching activities teachers practice 59 viii Kramsch, C (1993) Context and Culture in Language Teaching Oxford: Oxford University Press Kramsch, C and Sullivan, P (1996) Appropriate Pedagogy ELT Journal 50(3): 199-212 Kramsch, C (1996) The Cultural Component of Language Teaching Language, Culture and Curriculum, 8(2), 83-92 Kramsch, C., & Murphy-Lejeune, E (1996) Why Should Language Teachers Teach Culture? 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(pp 207-224) Thousand Oaks, CA: Sage Publications Ariffin, S (2009) Culture in EFL Teaching: Issues and Solutions Retrieved July 22nd, 2009 from http://web1.hpu.edu/images/Graduate tudies/TESL_WPS/10Ariffin_culture_a16631.pdf Cullen, P (2000) Practical Techniques for Teaching Culture in the EFL Classroom The Internet TESL Journal [Online] VI (12) [http://iteslj.org/Techniques/Cullen-Culture.html], 20.01.04 Henrichsen, L E (1998) Understanding Culture and Helping Students Understand Culture Retrieved from http: //linguistics.byu.edu/classes/ling577lh/culture.html Hong, S (2008) The Role of Heritage Students in Incorporating Culture into Language Teaching South Asia Language Pedagogy and Technology, Vol Retrieved August 20, 2010 from http://salpat.uchicago.edu Thanasoulas, D (2001) The Importance of Teaching Culture in the Foreign Language Classroom Radical Pedagogy, 3(3) [http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html], 22.06.07 79 Wisniewska-Brogowska, D (2004) A Topic-Based Approach to Teaching Culture Teachers‟s Forum, (Online), [http://elt.britcoun.org.pl/forum/dorota.htm], 20.01.04 Vietnamese author: Bộ Giáo Dục Đào Tạo (2008) English 10 Nhà Xuất Bản Giáo Dục Sources: http://www.culturosity.com/articles/what isculturalawareness.htm http://www.culturaldiversity.com.au/practice-guides/leisure-activities 80 APPENDIX A QUESTIONNAIRE The purpose of this questionnaire is to understand about teachers‟ perceptions as well as practice of integrating target culture in English language teaching in English textbook 10 The data from your responses will be used in my research I sincerely appreciate your ideas in completing this questionnaire Please circle your answers or tick or write your own information as required Thank you very much for your cooperation and help! How many years have you been teaching English? a 1-5 c 10-15 e 20-25 b 5-10 d 15-20 f over 25 Are your students interested in teaching culture(s) of English speaking countries when teaching English as a foreign language? a Very interested c Undecided b Interested d Less interested e Not interested Are you interested in teaching culture(s) of English speaking countries when teaching English as a foreign language? a Very interested c Undecided b Interested d Less interested e Not interested Do you think that it is important to integrate the target culture in English language teaching? a Very important c Undecided b Important d Less important e Not important How you define the concept of “culture”? ……………………………………………………………………………………… ……………………………………………………………………………………… 81 How you perceive the objectives of English language teaching? Put a tick in the box which best presents your opinion culture C Develop students‟ long-lasting enthusiasm for learning, good learning habits and self-confidence in learning English well D Assist students to acquire a proficiency of English language which will enable them to meet their future needs in their learning, work and life E Promote students‟ familiarity with the culture and the civilization of Englishspeaking countries F Assist students in developing a better understanding of their own identity and culture 82 Not and willingness to accept the world important Raise students‟ awareness of openness Less B imortant awareness of cooperation undecided of scientific research and promote Important process, acquire the learning methods Very Let students experience the learning important nt A What you think about the culture teaching objectives in your English teaching contexts? Please check the box with a V which best represents your opinion Provide information about daily life and routines Provide information about shared values and beliefs Provide experiences with a rich variety of cultural expression (literature, music, theatre, film, etc.) Develop attitudes of acceptance and tolerance towards other peoples and cultures Promote increased understanding of learners‟ own culture Promote the ability to handle intercultural contact situations Promote students‟ ability to evaluate different cultures Promote students‟ awareness of similarities and differences of English speaking countries 83 Not important foreign culture(s) Less important geography and political system of the undecided Provide information about the history, Important Very important 10 Make language teaching more interesting and motivating 11 Widen students‟s horizons on world Please rank the possible cultural topics from most important to least important that you think should be taught in English textbook 10? The most important A Daily life and routines B Shopping, food and drink C Youth culture (fashion, music, etc) D School and education E Social and living conditions F International relations G Tourism and travel H Values and beliefs I Body language J Working life and unemployment K Our own culture and identity L Environmental issues M Festivals and customs N Religious life and tradition O Our own culture and identity The least important Please evaluate the aspects of culture included in English textbook for Grade 10? (Please tick the appropriate box) 84 Cultural aspects in Grade 10 English textbook A Strongly Strongly agree disagree The English textbook 10 is about some aspects of British culture B The English textbook 10 is about some aspects of American culture C The English textbook 10 mainly focuses on Vietnamese culture D The English textbook 10 is both about Vietnamese and English- speaking cultures E The English textbook 10 is about some aspects of different cultures in the world/world culture 10 How much is cultural information (for example texts, pictures) are included in the English textbook 10 you use? a A lot c Little b Not that much d Undecided e Not any at all 11 To what percentage is cultural knowledge included in the exams for Grade 10 by your expectations? a 0% c 11-20% b 1-10% d 21-30% e 31-40% 12 Do the cultural contents of the English textbook 10 meet your expectations? a Yes, very much so c No idea enough b Yes, up to a certain extent d.No, not at all 85 e No, not 13 Do you think it is necessary to have a cultural aspects included in the English textbook for Gade 10? a Very necessary c Undecided e Not necessary b Necessary d Less necessary 14 Please indicate for a number of possible cultural teaching activities that you employ in the classrom? about the target country or culture I tell my students why I find something fascinating or strange about the target culture(s) I ask my students to independently explore an aspect of the target culture I use videos, CD-ROMs or the Internet to illustrate an aspect of the target culture I ask my students to compare an aspect of their own culture with that aspect in the target culture I teach culture in English class based on the textbook I am using I ask my students to describe an aspect of their own culture in English 86 Never I tell my students what I heard or read seldom often I ask my students to participate in role-play activity in which people from different culture meet I talk with my students about stereotypes regarding particular cultures or countries 10 I decorate my classroom with posters illustrating particular aspects of the foreign culture 11 I comment on what the target culture is represented in the classroom materials 15 What you think about the role of culture in learning and teaching a foreign language? Q15-1 In a foreign language classroom, teaching culture is as important as teaching the foreign language Q15-2 An emphasis on the study of foreign culture can contribute to the student‟s loss of cultural identity Q15-3 It is impossible to teach the foreign language and foreign culture in an integrated way Q15-4 The more students know about the foreign culture, the more tolerant they are 87 Strongly Strongly agree disagree Q15-5 Misunderstandings arise from cultural differences when speakers of different languages meet Q15-6 The cultural dimension in foreign language classes should be expanded Q15-7 All the English-speaking countries‟ cultures are equally valid to be represented in an English syllabus Q15-8 Learning a foreign culture can change the students‟ attitude towards her/his own culture Q15-9 Teaching culture motivates students Q15-10 The most important goal in learning about a foreign culture is to develop a critical attitude towards both native and target cultures Q15-11 Combining language and culture helps learners to improve their language skills 88 APPENDIX B QUESTION FOR INTERVIEWING THE ENGLISH TEACHERS What are your percetions towards „culture teaching‟ in the language teaching context? What kinds of culture teaching activities you practice during your teaching process? What you think cultural aspects mentioned in the Grade 10 English textbook? What you think about the role of culture in teaching and learning a foreign language? How you distribute your teaching time over „language teaching‟ and „culture teaching‟? Do you want to spend more time on „culture teaching‟ in your English teaching process? 89 APPENDIX C CLASSROOM OBSERVATION SHEETS Stage Cultural aspects Pre- Stage While-Stage Post-Stage 90 Procedure