Nghiên cứu về việc thực hành dạy văn hóa trong các giờ đọc hiểu sử dụng sách giáo khoa tại một số trường trung học phổ thông tỉnh quảng trị

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - NGUYEN THI MINH HANG TEACHING CULTURE: A STUDY ON EFL TEACHERS’ PRACTICES IN TEXTBOOK-BASED READING LESSONS AT SOME UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - NGUYEN THI MINH HANG TEACHING CULTURE: A STUDY ON EFL TEACHERS’ PRACTICES IN TEXTBOOK-BASED READING LESSONS AT SOME UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR BAO KHAM THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - NGUYỄN THỊ MINH HẰNG NGHIÊN CỨU VỀ VIỆC THỰC HÀNH DẠY VĂN HÓA TRONG CÁC GIỜ ĐỌC HIỂU SỬ DỤNG SÁCH GIÁO KHOA TẠI MỘT SỐ TRƯỜNG TRUNG HỌC PHỔ THÔNG TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS BẢO KHÂM THỪA THIÊN HUẾ, 2022 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: …………………… Nguyen Thi Minh Hang Date: 25/9/2022 i ABSTRACT Culture teaching has become more and more important in teaching English because of the close relationship between language and culture as well as the enormous benefits it brings about in language teaching and learning One of the objectives of the General education English language curriculum 2018 is that students will be able to have a more extensive understanding of the culture of English-speaking countries and other countries in the world (MOET, 2018) To meet the demands of English learning and teaching and achieve the objective, the present study sought to seek some light on EFL teachers exploiting cultural content and their teaching culture in EFL textbook-based reading lessons in Quang Tri province It also investigated the obstacles and difficulties facing EFL teachers in teaching culture in reading lessons In-depth interviews and observations were used collect data The collected data revealed there is a bridge between what they stated in the interviews and their cultural teaching practices in the reading lessons observed The bridge comes from time constraints, learners’ low English proficiency levels, teachers’ lack of knowledge and experience of teaching culture, and the lack of cultural content in the textbooks The findings of the current study have clear implications for educational managers, textbook writers, and EFL teachers Pre-service and in-service teachers should be given more training sessions in teaching culture Textbook writers should include more cultural content in reading texts, and EFL teachers should equip themselves with more cultural knowledge and cultural teaching methods ii ACKNOWLEDGEMENTS This thesis would have been impossible without the help and support of a number of people My deepest and sincere thanks will be dedicated to my supervisor, whose encouragement, guidance, patience, and support enabled me to develop an understanding of the subject in which I am really interested I also would like to express my sincere thanks to other teachers of the University of Foreign Languages and International Studies, Hue University, and my colleagues at Le Quy Don High school who have encouraged and helped me a lot to complete the thesis Finally, I would like to thank every person, including family and friends, for all of their support throughout my studies iii List of Tables Table 3.1 Teachers’ demographic information Table 3.2 Information of the teachers' Table 3.3 Information of the teachers and eight class observations Table 4.1.3 Teachers’ exploitation of cultural contents in classroom observations iv List of Figures Figure A The participants’ preference for culture Figure B The participants’ interest in cultural elements from the interviews Figure C Exploiting cultural content in reading lessons v List of Abbreviations BE………………………Business English BET………………… Business English Teaching EFL …………………… English as a Foreign Language ICC ………………… Intercultural Communicative Competence IcLLT ………………… Intercultural Language Learning and Teaching vi TABLE OF CONTENTS Statement of original authorship i Abstract ii Acknowledgements _ iii List of Tables _ iv List of Figures v List of Abbreviations _ vi Table of contents vii Chapter 1: Introduction _1 1.1 Research rationale _1 1.2 Research aims Research questions 1.4 Scope of the research _2 Significance of the study 1.6 Organization of the research _3 Chapter 2: Literature Review 2.1 Definition of culture 2.2 Relationship between language and culture 2.3 Culture and language education _6 2.3.1 Benefits of culture learning and teaching 2.3.1.1 Helping learners learn the target language better _7 2.3.1.2 Helping to increase learners’ motivation _7 2.3.1.3 Promoting effective communication _7 2.3.1.4 Helping to reduce stereotypes 2.3.1.5 Helping learners to value and respect other cultures and their own _8 vii - Do you help learners to avoid confusion and misunderstanding due to the effect of their native culture? - Do you take advantage of reading texts to arouse students’ interests in culture?) 12 Which activities you often use to teach culture in post-reading activities: summary, discussion, role-play, questions and answers, or comparison? Why? What other postreading activities you prefer? 13 Do you face any obstacles when exploiting cultural content in textbooks and teaching culture in reading lessons? What are they? How you encounter the obstacles? 14 What are your expectations about teaching culture in the future? 68 Appendix INTERVIEW TRANSCRIPTIONS Interviewer: Thank you for attending this interview I am conducting research on Teaching Culture: A Study on EFL Teachers’ Practices in Textbook-based Reading Lessons at Some Upper Secondary Schools in Quang Tri Province May I ask you some questions? (Note: I – Interviewer; T – Teacher) -● TEACHER 5: (Years of teaching English: 24 years) Duration: 15 minutes second Q1: Do you think that teaching culture in reading lessons brings a lot of benefits to learners? If yes, what are they? T: From my experience, it’s necessary that learners know about the cultures of Vietnam and of other countries all over the world Reading lessons provide them with basic cultural knowledge Moreover, they are prepared for international integration Q2: Is it easy for you to recognize cultural content in reading texts in the textbooks? How you recognize cultural content in reading texts? T: I think it is There is a part called Communication and culture, which involves all cultural content This is where we focus the most Q3: How you make your decisions to include, omit or simplify cultural content in reading texts? T: Each country is proud of its own cultural identity I include cultural content because I want them to know and respect cultures around the world Also, they will be proud of Vietnamese culture and love their country 69 Q4: Whose culture you pay preference for when teaching culture: international culture, the target culture/ English-speaking countries’ culture, or home culture? T: I like them all of them These cultures are not similar to others, so students will receive diverse cultural knowledge Q5: What aspects of cultural content you often exploit from reading texts in the textbooks: language, ideas, beliefs, customs, institutions, tools, techniques, works of art, rituals, ceremonies, etc.? T: I usually choose language, ideas, and customs These are the aspects that students are most familiar with There is one more important thing: patriotism After learning about other cultures, I hope they will love Vietnamese culture more They will take pride in their culture Q6: How you exploit cultural content in reading lessons? Do you follow the principles of teaching culture: enhancing learners’ cultural knowledge, raising learners’ cultural awareness; developing learners’ skills to understand cultural differences, and helping learners to have positive attitude to cultural diversity? T: I prefer enhancing learners’ cultural knowledge Before lessons, I spend time doing research, because there is some cultural content I have never heard of For example, in the English 10 textbook, there is a text about Indonesian music I have searched for videos of people playing this music so that students know what it is Q7: Before teaching reading lessons, you look for information about the cultural content in reading texts? Why/ Why not? T: Cultures are complex and different in each country, so I have to prepare carefully for teaching culture 70 Q8: Which activities you often use in pre-reading stages: brainstorming, vocabulary games, general knowledge quizzes, using pictures, or watching a video? Why? T: Most of the time, I ask them brainstorm and have general knowledge quizzes Sometimes I use pictures and videos Q9: If learners not have sufficient background knowledge of the topic they are going to read, you provide them with some in pre-reading stages? T: I think it’s necessary to some preparation for students However, we shouldn’t go into detail, just enough to keep them curious Q10: How you teach culture in while-reading stages? Do you ask learners some questions to highlight the cultural content in the reading text? T: I This is an efficient way to recall what students have known In while-reading stage, you encourage learners to acquire cultural knowledge in context? T: Yes I It will be easier for students to acquire knowledge of language and culture in context In while-reading stage, you encourage and help learners to understand deeper meaning of the reading text by using their cultural background? T: I By compare our culture and others, students will enrich their understanding Do you help learners to avoid confusion and misunderstanding due to the effect of their native culture? 71 T: Of course It’s important that students understand cultural differences People who have different backgrounds and experiences have different behaviours and traditions, such as greeting and body languages Do you take advantage of reading texts to arouse students’ interests in culture? T: Yes I Culture has been called "the way of life for an entire society" Students are always eager to find out more about materials of life that are passed down from generation to generation Q11: Which activities you often use in post-reading activities: summary, discussion, role-play, questions and answers, or comparison? Why? T: I often use post-reading activities to consolidate what my students have learnt and to make my lessons more interesting Besides, my students have opportunities to reflect on cultural differences The things I like most are role-play and discussion If the reading texts are difficult, I use summary activity so that my students can remember the basic knowledge in the lessons Q12: Do you encounter any obstacles and challenges when exploiting cultural content in textbooks and teaching culture in reading lessons? T: Reading texts are really challenging to students First, the number of students in a class is too large Second, some students have low knowledge of language, and their ability of language and culture acquisition is not very good Furthermore, they are shy and afraid to speak in front of people If they not prepare for the cultural content on a reading text, they encounter more difficulties When I was at university, I only learnt about culture I didn’t learn how to teach culture Q13: What are your expectations about teaching culture in the future? Are you looking forward to culture teaching courses? 72 T: I hope that in the future, students will acquire more cultural knowledge through learning English Reading texts will be better, getting students to get enthusiastic and acquire cultural knowledge better 73 Appendix CLASS OBSERVATION SHEET Teacher: ……………………….… Grade: …………… School:……… …………… Lesson: …………………… …….Date: …………… Time:……………………… Time Activities Checklist • The teacher includes cultural content in reading lessons • The teacher simplifies cultural content • The teacher employs a variety of techniques to teach culture • The teacher motivates learners in learning culture • The teacher provides students with cultural knowledge • The teacher encourages learners to use their cultural background to comprehend the reading texts • The teacher encourages learners to acquire cultural knowledge in context • The teacher raises students’ cultural awareness 74 Notes • The teacher encourages learners to develop their cultural communicative competence • 10 The teacher helps learners to increase their tolerance of cultural diversity • 11 The teacher motivates learners to reflect on cultural differences • 12 The teacher faces obstacles/ challenges in teaching culture Observer’s notes: ……………………………………………………………………………………………… 75 Appendix 76 77 Appendix LESSON PLAN OBSERVATION LESSON PLAN_TEXTBOOK: 11 Preparing date: Period: 4/9/2022 UNIT 1: GENERATION GAP LESSON 3: READING (Where conflict come from?) A OBJECTIVES: By the end of the lesson, students will be able to: Knowledge: - discover the meanings of topic-relevant words and expressions in context: conflict, norm, afford, brand name, impose - memorize the pronunciation of these words and expressions Competence: - identify the general ideas and details of the text around 220 words about the causes of conflicts between parents and teenagers - discuss the causes of the conflicts between parents and teenagers and some solutions to deal with them Attitudes: 78 - show their understanding for the generation gap and their respect for other elder generations in the family B Teaching Aids: - Textbook English 11 (Page 10) - Powerpoint lesson plan, TV, Laptop III PROCEDURE: New lesson: C Procedures: Teacher’s and students’ Time/ Content Stages activities Warm-up Activity Warm-up: (6 + Aim: help students to revise minutes) vocabulary and get them engaged SS answer the questions in the class Pictures (page 10) Questions: Pre- - What is happening in the pictures? reading - Do you and your parents have a (12 good relationship? minutes) - Do your parents let you what you like? - Do your parents think that you are - T asks Ss eliciting questions small kids? - Ss answer the questions and 79 Activity 2: Vocabulary: take notes + Aim: provide Ss with new words - Ss imitate and memorize the New words pronunciation of the words/ - T introduces new words expressions + conflict /'kɔnflikt/ (n): (example) + norm /nɔ:m/ (n): + distract /dis'trækt/ (v): + financial burden /fai'næn∫l 'bə:dn/ While- (n): + arise /ə'raiz/ (v): reading + mutual /'mju:tjuəl/ (adj): (16 minutes) T asks Ss to fill in the gaps with the words given Activity 3: Checking vocab: Ss fill in the gaps + Aim: help Ss recognize the meaning of the word T asks SS to read the statements Gap filling and guess which one may be Activity 4: Prediction mentioned in the text + Aim: help Ss guess the general SS make pre reading predictions idea of the passage You are going to read a text about Post- the conflicts between parents and reading their teenage children Which of the 80 (8 following you think you may find - Ss skim the text and check their minutes) in the text? predictions - T gives feedback (3 Activity Read the text quickly minutes) and check your predictions - T asks Ss to read the text + Aim: help Ss to identify the individually again and answer the general idea of the passage questions by writing complete sentences or just taking short Activity Answer the questions: notes + Aim: help Ss to identify the - T has Ss work in pairs, specific information of the passage taking turns to ask and Key: answer the questions Because parents strongly believe - T checks the answers as they know what is best for their a class children - T gives feedback They want to be more independent, create their own opinions, and make their own decisions Because these clothes break rules and norms of society, or distract them from schoolwork T: put Ss in groups of four and lets them discuss the questions 81 Their children should spend their freely time in a more useful way Ss: discuss together No T: gives Ss comments and improvements Activity 7: Discuss the question: + Aim: help Ss talk about the causes of conflicts between parents and teenagers and how to deal with them Do you get into conflict with your parents? Share your experiences with your partner Activity 8: Homework - T has Ss work in pairs and discuss the questions D Experience: 82