THÔNG TIN TÀI LIỆU
TABLE OF CONTENTS Pages STATEMENT OF AUTHORSHIP……………………………………… i ACKNOWLEDGMENTS……………………………………………… ii TABLE OF CONTENTS………………………………………………… LIST OF ABBREVIATIONS…………………………………………… LIST OF CHARTS AND TABLES……………………………………… ABSTRACT……………………………………………………………… CHAPTER 1: INTRODUCTION……………………………………… 1.1 Rationale………………………… …………………………… 1.1.1 Background of the Research……………………………… 1.1.2 Reasons for the Research………………………………… 10 1.2 Research purposes……………………………………………… 12 1.3 Research questions……………………………………………… 13 1.4 Structure of the Research………………………………………… 14 CHAPTER LITERATURE REVIEW……………………………… 15 Chapter introduction…………………………………………………… 15 2.1 Definitions of culture …………………………………………… 15 2.2 Relationship between language and culture……………………… 17 2.3 Cultural knowledge…………………………………………… 18 2.4 Target cultures…………………………………………………… 19 2.5 Intercultural communicative competence……………………… 20 2.6 Teaching culture………………………………………………… 21 2.6.1 Importance of integrating the target culture into the 21 language classroom……………………………………… 2.6.2 Goals and principles of teaching culture…………………… 23 2.6.2.1 Goals…………………………………………… 23 2.6.2.2 Principles………………………………………… 24 2.6.2.3 Techniques and activities in teaching aspects of 25 cultures…………………………………………… 2.7 Reality in teaching cultural aspects in Tieng Anh 10 at Kon Tum 28 High School……………………………………………………… 2.7.1 Defining cultural aspects in Tieng Anh 10……………… 28 2.7.2 Difficulties teachers face when dealing with cultural aspects 31 in Tieng Anh 10………….………………………… 2.8 Syllabus design and course book adaptation………………… 37 2.8.1 Supplementary materials development………………… 37 2.8.2 Definition of theme-based syllabus…………………… 39 2.8.3 Advantages and disadvantages of using theme-based 39 syllabus…………………………………………………… 2.8.4 Cultural syllabus…………………………………………… 41 2.8.5 Topics in cultural syllabus………………………………… 42 2.8.6 Course book adaptation…………………………………… 44 2.9 Needs analysis………………………………………………… 46 2.9.1 The role of needs analysis in the development of a course… 46 2.9.2 The process and methods of needs analysis……………… 46 2.10 Previous Studies………………………………… …………… 48 Chapter summary……………………………………………………… 50 CHAPTER 3: METHODOLOGY AND PROCEDURES…………… 51 Chapter introduction………………………………… ………………… 51 3.1 Research approaches…………………………………………… 51 3.2 Research scope…………………………………………………… 51 3.2.1 Research Subjects………………………………………… 51 3.2.2 Research Site… ………………………………………… 51 3.3 Instruments for data collection ………………………………… 52 3.3.1 Questionnaire…………………………………………… 52 3.3.2 Interviews………………………………………………… 55 3.3.3 Classroom observation sheets for teachers‟ comments on 55 five experimental teaching periods……………………… 3.4 Data analysis…………………………………………………… 55 3.5 Procedures………………………………………….…………… 56 CHAPTER 4: FINDINGS AND DISCUSSION……………………… 58 Chapter introduction…………………………………………………… 58 Findings and Discussion…………………………………………… 58 4.1 Teachers‟ perception on teaching and learning the target cultures in English classes………………………………… 4.2 Difficulties teachers faced when dealing with cultural aspects in Tieng Anh 10……………………………………………………… 4.3 Teachers deal with cultural aspects in Tieng Anh 10…………… 4.4 Frequency of discussing cultural aspects in Tieng Anh 10…… 58 61 65 67 4.5 The necessity of supplementary materials for teaching the cultural aspects in Tieng Anh 10………………………………… 4.6 Topics of culture are often discussed in English classes in Tieng 69 Anh 10………………………………………………………………… 72 4.7 Activities of culture that students are interested in and teachers often use in the English classes……………………………… 4.8 Cultural aspects and activities should be included when designing supplementary materials for Tieng Anh 10………… 4.9 Teachers‟ feedback on the five experimental teaching periods… 75 79 80 4.10 Teachers‟ suggestions to improve teaching and learning cultural aspects in Tieng Anh 10…………………………………… Chapter Summary…………………… ………………………………… 81 84 CHAPTER CONCLUSION AND IMPLICATIONS…………… 85 5.1 Summary of key findings…………………………………… 85 5.2 Implications…………………………………………………… 88 5.2.1 Implications for EFL teachers at Kon Tum High School… 89 5.2.2 Implications for students at Kon Tum High School……… 89 5.2.3 Implications for Administrators at Kon Tum High School… 92 5.2.4 Suggested supplementary materials for teaching aspects of 92 target cultures in Tieng Anh 10………………………………… 5.2.4.1 Why to design? 93 5.2.4.2 What to design? 94 5.2.4.3 How to design? 95 5.3 Limitations……………………………………………………… 96 5.4 Further Research………………………………………………… 97 5.5 Conclusions…………………………………………………… 97 REFERENCES………………………………………………………… 98 APPENDICES LIST OF CHARTS AND TABLES Pages 4.1 Teachers‟ perception on teaching and learning the target cultures in English classes…………………………………………………… 4.2 Difficulties teachers faced when dealing with cultural aspects in Tieng Anh 10…………………………………………………………… 4.3 Teachers deal with cultural aspects in Tieng Anh 10………………… 4.4 Frequency of discussing cultural aspects in Tieng Anh 10………… 4.5 The necessity of supplementary materials for teaching the cultural aspects in Tieng Anh 10………………………………………………… 4.6 Topics of culture are often discussed in English classes in Tieng Anh 10………………………………………………………………………… 55 58 62 64 66 69 4.7 Activities of culture that students are interested in and teachers often use in the English classes……………………………………… 72 4.8 Cultural aspects and activities should be included when designing supplementary materials for Tieng Anh 10………………………… 76 4.9 Teachers‟ suggestions to improve teaching and learning cultural aspects in Tieng Anh 10………………………………………………… 78 LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as a Foreign Language ICC: Intercultural Communicative Competence ELT: English Language Teaching MOET: The Ministry of Education and Training ABSTRACT This thesis studied the designing of supplementary materials to teach aspects of target cultures in Tieng Anh 10 at Kon Tum High School In that process, it attempted to demonstrate teachers‟ perceptions on learning and teaching culture in English classrooms, including the difficulties teachers faced in integrating some aspects of target cultures in Tieng Anh 10 Besides, the study tried to gain insights into what topics EFL teachers at Kon Tum high School often discussed and cultural activities were often used in teaching culture on which the author based to design supplementary materials to teach aspects of target cultures in Tieng Anh 10 The subjects for this study included 10 EFL teachers at Kon Tum High School The data collected mainly through questionnaire and teachers‟ classroom observation on five experimental teaching periods In addition, some informal interviews with five teachers who have currently been teaching English at Grade 10 helped to confirm the results collected through the questionnaire and classroom observations The results from the study revealed that most of the teachers were aware of the importance of integrating the aspects of target cultures in teaching English to students for intercultural communicative competence However, teachers faced a lot of difficulties when dealing with the cultural aspects in the textbooks such as students‟ attitudes toward learning target cultures, teachers‟ and students‟ cultural background knowledge, time limitation and especially the lack of teaching aids and reference materials to teach the aspects of target cultures in Tieng Anh 10 Therefore, in the findings and discussion, the study emphasized the necessity of designing supplementary materials to teach aspects of target cultures in which cultural topics and activities teachers often used and students were interested in were explored properly and effectively CHAPTER INTRODUCTION 1.1 Rationale 1.1.1 Background of the Research We are long past the era of learning a language for the sake of linguistic analysis It is necessary that teaching for English linguistic competence cannot be separated from teaching for intercultural competence The advent of Vietnam joining WTO and modern teaching methodologies has created the need to communicate well among language learners in general and English learners in particular When more foreigners choose Vietnam as a tourist destination or as an investment proposition, successful communication will lead to successful co-operation in many fields English is no longer a “foreign” language It has become an “international” as well as an “intercultural” language and is the official language of two billion people in at least 75 countries throughout the world The number of people speaking English as a second language has surpassed the number of people speaking it as their first language It is English that people use to access hundreds of other cultures EFL Vietnamese learners are naturally motivated to learn how to communicate successfully with people of many other cultures as a result Therefore, EFL Vietnamese teachers should give their students opportunities to think about, talk about intercommunication, the similarities and differences between cultures as well, and should include cultural examples in their English teaching periods In addition, in language education, Communicative Language Teaching (CLT) has put emphasis on communicative competence comprising linguistic, discourse, sociolinguistic and strategic competences Language learners, therefore, should master both linguistic and supra-linguistic items, among which is culture This will help to develop tolerance and cultural sensitivity as well as minimize miscommunication One significant event is the increase in the global information and the globalization of English usage Intercultural competence has naturally played an important role in the foreign language classroom as a result According to Jandt (2004: 45-46), intercultural competence is identified by four skills: personality strength, communication skills, psychological adjustment, and cultural awareness Moreover, as Claire Kramsch (1993 in Marcela Krhovská, 2007: 11) explained: “…Culture becomes the very core of language teaching Cultural awareness must then be viewed as enabling language proficiency… Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing…” It is obvious that intercultural competence not only raises students‟ awareness of their own culture and then compares and contrasts that with other cultures, but also shows their attitudes toward other cultures As a teacher of English at Kon Tum High School, the author has realized that most of English students have not been supplied with enough cultural knowledge of the target cultures, which surely helps them communicate successfully in the globalization age Furthermore, EFL teachers have spent most of time on solving the tasks in the textbooks which are often discrete in terms of cultural communication rather than provide their students with the cultural appropriateness to perform their language In fact, we cannot be competent in the language if we not also understand culture that has shaped it We cannot learn a foreign language if we not have an awareness of that culture It is not only therefore essential to have cultural awareness, but also intercultural awareness In addition, Samovar and Porter (1995: 153) analyzed the link of language and culture, they noted that language is a form of human cultural behavior and it is language that helps us understand not only one another but culture as well for it is a reflection of culture They then concluded that “if one is to use language well, one must know the culture that uses the language” 10 they will have an exchange on the typical culture of the two countries about time schedule, human-nature relationship, human-human relationship and daily activities Cultural quizzes and games are also interesting activities but they are not a very easy to carry out Teachers‟ ability on intercultural communication is required Games not only make students interested but also involve them in the cultural activities, especially how students‟ experiences on cultural shocks have been solved Therefore, students will be able to deal with different cultural backgrounds and tend to be willing and able to help people in trouble in a totally new and foreign situation Such games may be “culture quizzes”, “culture journey”, “costume festivals around the world”, “outdoor activities of observing and recording the local cultural aspects”, and so on One more activity also helps students develop their ICC is discussing in groups various topics with emphasis on intercultural aspects, for example, music, movies, fashion, personal relationship, customs, and so on This kind of activity can build up students‟ motivation and critical thinking During discussion in pairs or groups, students will develop their co-operation with one another, promote their autonomy, and learn the cultural aspects This will enhance students‟ speaking and listening skills as well Whilst all the activities as described above have considerable merits, the author suggests that a combination of activities may be even more effective Because teachers must follow the compulsory curriculum of the MOET and the time constraints of a teaching period, teachers should carry these activities flexibly at the pre-stage, while-stage or post-stage of the teaching process Teachers should be flexible in adapting the cultural aspects in the textbooks for suitably teaching to the contemporary context With these activities, the author hopes to bring some possible outcomes to build up students‟ vocabulary, grammar accuracy and then develop their ICC 87 5.2.2 Implications for students The students‟ awareness and attitudes toward the importance of target cultures is very essential When students get an insightful perception of the existence of the culture in language use, teachers‟ difficulties in integrating the target cultures in English classes will be overcome Therefore, they will find the motivation in designing more interesting cultural activities to improve students‟ ICC Also, it is very important that students should pay attention to the reference materials outside the classroom such as books, newspapers, magazines and brochures of culture, the Internet or some reference cultural materials designed by EFL teachers to facilitate their learning and understanding about the target cultures in the textbooks completely and then explore them appropriately and culturally 5.2.3 Implications for Administrators at Kon Tum High School In order to succeed in integrating the aspects of target cultures in Tieng Anh 10, the Administrators at Kon Tum High School also give some considerable contributions All teachers follow the themes and topics related to cultural items in the textbooks to plan their lesson plans The textbooks, therefore, should be designed appropriately in terms of cultural contents so that they can attract students to take part in every activity of culture as much as they can Furthermore, the target cultural topics should be practical, familiar and close to student‟s life and their language level Also, there should be a variety of interesting activities to attract students‟ interest as well as raise their awareness and attitudes toward learning the target cultures in the textbooks Last but not least, the teaching aids and other reference materials should be available to support for teaching target cultures which is not an easy task to conduct Finally, in designing the curriculum and supplementary materials for teaching target cultures, the designers should pay attention to the difficulties that teachers often encounter when they deal with target cultural points in the textbooks to meet the necessity of the target cultural inclusion in English classes 88 5.2.4 Suggested supplementary materials designed for teaching aspects of targets cultures in Tieng Anh 10 5.2.4.1 Why to design? It is obvious that the necessity of reference materials in language teaching is a vital issue As previously mentioned, even with an excellent course book and a wide variety of materials available, there comes a point at which many teachers find they have to make their own occasional supplementary materials to find what they need nowhere else and to provide for the needs of a specific class (Penny Ur, 1999: 189) As the findings of the research shown by the chart 4.5, 90% of teachers thought that they could not find enough reference materials related to the cultural aspects in the current textbooks Similarly, 100% of the teachers found that there was a shortage of reference materials for their students to learn some cultural aspects, and also 100% of the teachers agreed that it was very necessary to have supplementary materials to teach aspects of target cultures in Tieng Anh 10 Therefore, in response to the concern of the necessity of supplementary materials to teach aspects of culture in Tieng Anh 10, the research covers some reasons as follows: Firstly, the supplementary materials will help EFL teachers in general and EFL teachers at Kon Tum High School in particular attain the aims of exploiting fully and effectively the content of the lessons Secondly, with the help of the supplementary materials, EFL teachers will save a lot of time to find other interesting activities of culture in order to make the classrooms more attractive and the students become more dynamic Thirdly, teaching the target cultures without any reference materials is a rather difficult task The target cultures, especially, are not easy to understand and remember, so it requires teachers a lot of efforts to conduct them well in the language classroom, among which are the reference materials or supplementary materials related to the cultural aspects in the textbooks 89 Finally, the supplementary materials of teaching cultures are also a useful source for students who wish to learn more about target cultures beyond their textbooks In short, it is very necessary to have supplementary materials as reference materials for EFL teachers to conduct some aspects of target cultures in Tieng Anh 10 5.2.4.2 What to design? According to the view-point on syllabus design by the authors of the MOET, English textbooks are designed spirally from grade 10 to grade 12 based on themebased approach (Authors of Tieng Anh 10: 3), and the typical themes and topics appearing in Tieng Anh 10 are: Unit Title Cultural features Unit A day in the life of… A typical day in a famer‟s Vietnamese family Unit School talks Vietnamese education Unit People‟s background Marie Curie, Nellie Kim Unit Special education Special education in Vietnam Unit Technology and you Using technology in the modern world Unit An excursion unit The mass media The story of my Unit village Excursions to visit some picturesque sites in Vietnam Vietnamese mass media Vietnamese villages; Vietnamese view on education and parents‟ influence on educating children 90 Unit Undersea world The protection of rare animals in the world Unit 10 Conservation Attitudes toward the deforestation Unit 11 National Parks Vietnamese national parks Unit 12 Music Music around the world Unit 13 Films and cinemas History of films and cinemas Unit 14 The World Cup History of the World Cup Unit 15 Cities New York and London Unit 16 Historical places Vietnamese historical places The researcher based on the themes and topics in Tieng Anh 10 to design the supplementary materials to teach cultural aspects The author tried to cover 16 units in Tieng Anh 10 in designing supplementary materials which included aspects of target cultures related to the main topics of the units However, because of the limitation of time, the research only focused on topics which teachers and students were interested in as revealed in the findings of the research These cultural topics were: daily routines (100%), family values (70%), schooling, culture shocks and food / eating habits (80%), clothing / traditional customs and non-verbal communication, and vacations or holiday (50%) They were seen to be important, interesting, close and relevant to students‟ real life Moreover, they were simple and easy for students to discuss, so they could help students improve their ICC 5.2.4.3 How to design? As revealed in the findings, the research included some activities of culture which EFL teachers found interested in designing supplementary materials such as, games and quizzes of culture, watching video clips of culture (100%), role plays (90%), pair and group work discussion showing pictures / texts activities (80%), problem solving (50%) 91 Additionally, the communicative approach was exploited fully in designing supplementary materials to teach cultural aspects in Tieng Anh 10 This is relevant to the view point of the MOET on language teaching Topic-based and task-based were applied for designing the cultural supplementary materials Tasks in supplementary materials also included such communicative activities of culture as pair or group discussion, information gap, role-playing, personalization, interaction, games and quizzes of culture Pictures, video clips of culture, and authentic conversations or texts were consulted from different reliable sources with the aim of helping teachers easy to apply In short, according to R Tanner and C Green, (1998, as cited in Truong, 2009), designers need to collect and analyze learner needs, define the syllabus objectives, and designers take actions of designs or adaptation such as removing, replacing, changing, or adding Therefore, some major considerable factors that teachers should bear in mind in designing cultural supplementary materials: - Deciding the requirements of the local school about the necessity of the cultural supplementary materials in teaching and learning English - Defining what topics, activities of cultures and skills are needed to improve and how many percents are included in the cultural supplementary materials - Basing on the present curriculum frame to design tasks and activities which are suitable to the topics, themes of the contemporary syllabus - Tasks and activities of culture are designed from the lowest levels to highest levels to meet all of students‟ knowledge levels 5.3 Limitations This research was carried out in a short period of time Moreover, it was done in a small scale of 10 teachers and three Grade-10 classes at Kon Tum High School The study results would be more persuasive and impressive if there were more experimental teaching periods for classroom observations in some video clips 92 5.4 Further Research The study aims at exploring the design of the supplementary materials to teach aspects of target cultures in Tieng Anh 10 The author expects to have a similar study on a much larger scale with more subjects and facilitates In fact, the research focuses on teachers, their culture teaching topics and activities as well as goals and principles in designing supplementary cultural materials in Tieng Anh 10 Additionally, the cultural topics and activities has not investigated and discussed completely because of the time limitations Therefore, the study would be more comprehensive if its scale was broadened in some more aspects 5.5 Conclusions This study explored the design of the supplementary materials to teach aspects of target cultures in Tieng Anh 10 at Kon Tum High School The study revealed the teachers‟ perceptions and attitudes toward the necessity of integrating the target cultures in English classes as well as the necessity of designing supplementary materials in teaching cultures Also, it explored the difficulties teachers often faced when dealing with cultural aspects in the textbooks, the topics and activities of culture teachers often used in English classes And then, the study highlighted the importance of designing supplementary materials to teach target cultural items in Tieng Anh 10 with the hope that teachers can take advantages of these issues to help students improve their ICC 93 REFERENCES BOOKS: Alptekin, C (2002) Toward Intercultural Communicative Competence in ELT ELT Journal Vol 56 (1), p.57 – 64 Brooks, N (1986) Teaching Culture in the Foreign Language Classroom The USA: Prentice Hall Regents Brown, H.D (1994) Principles of Language Learning and Teaching The USA: Prentice Hall Regents Bruner, J (1996) The Culture of Education USA: Harvard University Press Burns, R (2000) Introduction to Research Method Thousand Oaks, CA: Sage, 387-490 Byram, M & Risager, K (1999) Language Teachers, Politics and Cultures Bristol, PA: Multilingual Matters Canale, M and Swain, M (1980) Theoretical Bases of Communicative Approach to Second Language Teaching and Testing”, Applied Linguistic Vol.1, No.1, p.47 Chastain, K (1988) Developing Second Language Skills Theory and Practice Orlando, Florida: Harcourt Brace Janovich Publishers Ciccarelli, A (1996) Teaching culture through language: Suggestions for the Italian language class Italica, 73(4), 563-576 10 Cresswell, J (1994) Research Design – Qualitative and Quantitative Approach London: Sage Publications – International Education and Professional Publisher 11 Delamont, S (1992) Fieldwork in Education Settings: Methods, Pitfalls and Perspectives London, Falmer 12 Duong, T H Oanh (2004) Pursuing Meaningful Student Feedback about Courses Teacher‟s Edition, Vol 16, pp 4-8 94 13 Gillham, B (2005) Research Interview: the Range of Techniques In Gnutzmann (Ed.), 3-21 14 Evans, R (1993) Content-Based Language Trend - 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