INTRODUCTION
Rationale
Learning English encompasses not only grammatical and language proficiency but also cultural understanding Effective foreign language learning integrates various components, including grammatical competence, communicative skills, and an appreciation for different cultures Cultural competence—understanding the customs, beliefs, and meanings of another country—is essential in foreign language education Many educators strive to embed cultural teaching within their language curricula, recognizing its importance in fostering a comprehensive language learning experience.
From the idea above, it can be inferred that foreign language teaching can‟t be complete without the transmission of cultural information in the lessons
The debate among language teachers continues regarding the most effective teaching methods and cross-cultural activities for speaking lessons, aimed at enhancing students' cross-cultural awareness.
At HaUI, there has been a noticeable lack of research focused on enhancing students' cross-cultural awareness and understanding teachers' perspectives on these issues With eight years of teaching experience at HaUI, I have observed that cultural education is not prioritized within the curriculum The existing framework does not incorporate cultural teaching or develop supplementary materials that reflect the values of English-speaking countries In speaking lessons, while students engage with topics and learn new expressions, cultural elements are seldom addressed Consequently, students frequently pose questions that, although grammatically correct, lack cultural appropriateness.
This study aims to identify effective activities that enhance students' cross-cultural awareness, addressing the current situation at HaUI The author seeks to contribute valuable insights that will improve cultural understanding among students.
Aims of the study
The study is aimed at:
1 finding out the effective activities in raising students‟ cultural awareness
2 finding out the difficulties in incorporating cultural elements into speaking lessons at HaUI
Scope of the study
The study involves first-year English major students in their second semester, utilizing the textbook "Let’s Talk 2." It specifically examines supplementary activities designed to enhance students' cross-cultural awareness, with a focus on British and American culture as it pertains to language use and communication contexts.
Research questions
The study is carried out to find the answers to the following research questions:
1 What are the effective activities for improving HaUI students‟ cross-cultural awareness?
2 What are the difficulties in incorporating cultural elements into speaking lessons at HaUI?
Methods of the study
In this study, action research is employed The author makes comments, remarks, comparisons and conclusions from observations, survey questionnaires, discussions and experience
Survey questionnaires are employed to assess the teaching and learning culture at the study's outset and to gather feedback from teachers and students on cultural education afterward Additionally, two tests are conducted before and after the study to evaluate changes in students' cultural knowledge The research also effectively integrates observations and formal discussions.
Design of the study
The study is divided into 4 chapters
Chapter I is an introduction to the research in which rationale, methods of the study and research questions are discussed
Chapter II reviews the literature of culture in foreign language teaching, the relationship between culture and language learning The study also looks at some influential theories of activities used for teaching culture
Chapter III discusses the context of the study, data collection methods and activities for raising cross cultural awareness in HaUI The author also analyzes the data collected to answer the research questions Changes in the results of the culture achievement tests are assessed based on both quantitative and qualitative data collected through the test results, interviews, informal discussions, observations and survey questionnaires
Chapter IV includes the findings of the study and suggests further research.
LITERATURE REVIEW
Culture and foreign language learning
Culture encompasses the entire way of life of a group of people, including the social practices that unite them and set them apart from others According to anthropologists, it plays a crucial role in defining the identity of a community.
Nguyen Quang defines culture as a comprehensive blend of both tangible and intangible expressions developed and adapted by a society or social group This encompasses the various ways a society operates and responds to different situations, highlighting the unique characteristics that differentiate one society from another These distinctions are not only based on the presence of specific expressions and behaviors but also on their proportionality and visibility.
Culture is an integral aspect of our identity, as noted by Brown (1994), and language serves as the most prominent expression of that culture A shift from one culture to another can significantly impact an individual's worldview, self-identity, and overall ways of thinking, feeling, and communicating.
From these points of view, it can be inferred that language and culture are inextricably linked Therefore, language teaching can not be separated from culture teaching
Language and culture are intricately intertwined, serving as essential components of our social interactions As noted by Claire Kramsch, language acts as the primary medium through which we navigate our social lives In the realm of communication, language is deeply connected to culture, reflecting a multitude of complex relationships.
Language reflects shared experiences and cultural realities, as the words people use convey facts, ideas, and events that resonate with a common knowledge base Additionally, the expressions of individuals reveal their attitudes and beliefs, which often align with those of others, highlighting the interconnectedness of perspectives within a cultural context.
Members of a community not only share experiences but also create them through language As Claire Kramsch notes, communication methods—whether through phone calls, face-to-face interactions, letters, emails, or interpreting media—shape the meaning of experiences The spoken, written, or visual mediums used, along with elements like tone of voice, accent, style, gestures, and facial expressions, contribute to a shared understanding within the group Ultimately, language, in all its verbal and non-verbal forms, reflects and embodies cultural reality.
Language and culture are intrinsically linked, akin to two sides of the same coin, as highlighted by Nguyen Van Do (2006) Language is deeply embedded in social contexts, functioning as a social institution that both influences and is influenced by society This dynamic relationship can be effectively represented through a trio relation diagram.
2.1.3 Cultural awareness and cross – cultural awareness
Cultural awareness is a term we have used to describe sensitivity to the impact of culturally – induced behavior on language use and communication (Barry Tomalin and Susan Templeski, 1993: 5)
The forms and uses of a language are deeply intertwined with the cultural values of its society According to Krasner (1999), linguistic competence alone does not ensure effective communication; thus, cultural awareness is a vital aspect of communicative competence Language learners must understand culturally appropriate expressions for attitudes, addressing individuals, making requests, and articulating agreements or disagreements.
Cultural differences significantly influence communication styles, behaviors, and actions among individuals Various terms are employed to describe interactions between people of different nationalities, social or ethnic backgrounds, genders, occupations, and sexual orientations.
"Cross-culture" signifies the interaction between two cultures or languages that transcends national borders, as defined by Claire Kramsch (1998:81) This concept is based on the idea that each nation corresponds to a distinct culture and language, leading to the anticipation of a potential "culture shock" when individuals navigate across these political boundaries.
Cross-cultural communication involves the interaction between different cultures, focusing not only on the differences that influence behavior but also on the similarities that unite them By examining both commonalities and distinctions, this field highlights the rich tapestry of cultural encounters and their impact on interpersonal relationships.
In foreign language education, a cross-cultural approach is essential for helping students recognize cultural differences and develop the necessary skills to navigate complex cross-cultural interactions This methodology not only enhances their cultural awareness but also fosters effective communication in diverse settings.
Culture teaching in conversational classes
As mentioned earlier, culture is defined differently from different aspects Researchers, therefore, have made many attempts to find out relevant cultural issues to delivers in foreign language lessons
Stephen More (1985) identifies the components of culture as: beliefs, values, norms, roles, role conflicts and status, and those of language as morphemes, words and sentences
Nelson Brooks (1983) outlines five meanings of culture, which include growth, refinement, fine arts, patterns of living, and total way of life He emphasizes that patterns of living should be the primary focus in the classroom, as they are often the least understood yet most crucial during the early stages of language instruction Brooks refers to this aspect of culture as "culture 4," highlighting its significance in effective teaching practices.
Culture 4 embodies the individual's ongoing engagement with diverse life situations, providing frameworks for attitudes and behaviors From infancy, each person interprets their world, interacts with others, and connects to the social structures that shape their experiences.
In language instruction, culture can be categorized into two types: "deep culture" (or "culture with a little c") and "culture with a big C." Deep culture emphasizes the behavioral patterns and lifestyles of individuals, such as greeting customs and expressions of sympathy or approval In contrast, "culture with a big C" encompasses the significant humanistic contributions of a culture, including art, music, literature, architecture, technology, and politics.
Gail Robinson (1985), a prominent American researcher in cross-cultural education, found that when teachers define "culture," their responses typically align with three interconnected categories: products, ideas, and behaviors This expansion of "little c" culture, which focuses on behavioral aspects, can be illustrated through specific diagrams.
In conversational classes, it is essential to incorporate both "big C" culture, which encompasses the broader aspects such as history and art, and "little c" culture, which includes everyday practices and behaviors The exploration of culturally influenced behaviors should naturally emerge from the language content being studied, yet it must be distinctly recognized and systematically integrated as a fundamental component of the language lessons (Tomalin and Stempleski, 1993).
2.2.2 Task based approach in incorporate culture into teaching
Intercultural communicative competence is a key objective in English as a Foreign Language (EFL) education, yet many training materials fall short in effectively integrating cultural elements into lessons Simply imparting information about culture is insufficient; instead, it requires engaging classroom tasks that foster genuine interaction According to Willis (1996), effective tasks are goal-oriented activities where learners utilize language to achieve tangible outcomes Similarly, Nunan emphasizes that a task involves learners in meaningful engagement with the target language, focusing on comprehension and interaction rather than just linguistic form.
Behaviors Customs Habits Dress Foods leisure
Products Literature Folklore Art Music artefacts
Activities for raising students’ cultural awareness in conversational classes9
2.3.1 Goals for incorporating culture into English speaking class
According to Seelye (1994), to teach culture for understanding, the following goals should be achieved:
Goal 1: Interest – The student demonstrates curiosity about the target culture and empathy toward its people
Goal 2: Who – The student recognizes the role expectations and other social variables such as age, sex, social class, ethnicity and place of residence affect the way people speak and behave
Goal 3: What – The student realizes that effective communication requires discovering the culturally conditioned images that are evoked in the minds of people when they think, act, and react to the world around them
Goal 4: Where and when – The student recognizes situational variables and convention shape behavior in important ways (S/he needs to know how people in the target culture act in common mundane and crisis situations)
Goal 5: Why – The student understands that people generally act the way they do because they are using options society allows for satisfying basic physical and psychological needs, and that cultural patterns are interrelated and tend mutually to support need satisfaction
Goal 6: Exploration – The student can evaluate a generalization about the target culture in terms of the amount of evidence substantiating it, and has the skills needed to locate and organize information about the target culture from the library, the mass media, people, and personal observation
According to Tomalin and Stempleski (1993:7-8), Seelye (1993), Hammerly (1982, pp.522-
524), and Stern (1992, pp.212-215), the teaching of culture has the following goals:
To help students to develop an understanding of the fact that all people exhibit culturally – conditioned behaviors
To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave
To help students to become more aware of conventional behavior in common situations in the target culture
To help students to increase their awareness of the cultural connotations of words and phrases in the target language
To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence
To help students to develop the necessary skills to locate and organize information about the target culture
To stimulate students‟ intellectual curiosity about the target culture, and to encourage empathy towards its people
To help students develop an understanding of the dynamic nature of the target culture, as well as their own culture
2.3.2 Activities for raising students’ cultural awareness in conversational classes
Teaching culture demands significant effort from educators to foster students' enthusiasm for enhancing their cultural awareness This article highlights practical activities compiled by Christine Elmore, with contributions from Elisabeth Peterson, Bronwyn Coltrane, and Deborah Peck.
2.3.2.1 The summary of Christine Elmore’s activities
Christine Elmore (www.google.com) has summarized twelve ways of teaching culture as follows:
From the very first day of class, teachers should create a cultural island in their classrooms using posters, pictures, maps, signs, and various realia to help students form a mental image of foreign cultures Assigning students foreign names can enhance their interest, while short presentations on engaging topics with relevant visuals can further enrich this experience It's essential to raise awareness of the influence of diverse cultures in the students' own country, introducing them to borrowed words and place names in their native language This approach helps students recognize familiar terms in the target language, such as "poncho," "fiesta," and "rodeo." A valuable introductory activity is to send students on cultural scavenger hunts in supermarkets and department stores to list imported goods.
* Culture Capsules (developed by Taylor & Sorenson, 1961)
Culture capsules are brief presentations created by students outside of class and shared during class for 5 to 10 minutes Each capsule highlights a minimal difference between the native culture and the target culture, offering insights into specific cultural aspects such as meal customs or marriage traditions While teachers can provide contrasting information, student-led discussions are often more impactful in identifying these cultural differences.
Culture capsules are usually done orally with the teacher giving a brief lecture on the chosen cultural point and then leading a discussion about the differences between cultures
A culture cluster consists of three or more illustrated culture capsules focused on related themes, complemented by a 30-minute classroom simulation or skit that weaves together the information from the capsules, with the teacher serving as the narrator For instance, a culture cluster centered on the importance of grades for university students might include a capsule explaining how grade point averages are calculated, alongside another capsule discussing the various decisions influenced by GPA, such as acceptance into graduate programs, eligibility for scholarships, and job prospects.
The culture assimilator offers students 75 to 100 episodes showcasing target cultural behaviors through concise written descriptions of interactions between individuals from the target culture and those from other cultures, typically the students' native culture Each scenario is accompanied by four potential interpretations of the behaviors, actions, or words exchanged, focusing particularly on the conduct and expressions of the individuals from the target culture.
Students review the description in the assimilator and select the option they believe best interprets the interaction After everyone has made their choices, the teacher facilitates a discussion to clarify which options are correct or incorrect in their interpretations.
Critical incidents serve as an effective method for teaching culture by presenting scenarios that require participants to make decisions These situations are relatable and do not necessitate intercultural interactions, unlike culture assimilators The process involves students independently reading a critical incident and deciding on their responses They then engage in small group discussions to share their choices and reasoning Following this, a larger group discussion allows students to compare their decisions with those made by native members of the target culture, enhancing their understanding of cultural perspectives.
Mini-dramas are engaging narratives consisting of three to five short episodes that highlight misunderstandings and miscommunication Each episode gradually reveals additional context, with the true cause of the misunderstanding only becoming clear in the final scene Following each episode, teachers facilitate discussions with open-ended questions to encourage deeper reflection These mini-dramas are designed to evoke empathy for non-native individuals who experience cultural misunderstandings, ultimately leading to a resolution where a knowledgeable character clarifies the situation, demonstrating that the actions of the target culture member were not wrong.
In mini-dramas, scripts are distributed, and participants are assigned roles to perform Following each act, the teacher engages the class—regardless of whether they were in the performance—by prompting discussions about the characters' actions and dialogue, encouraging students to form judgments about them Once all scenes have been presented and the knowledgeable figure has delivered their insights, students are invited to reinterpret the drama based on the new information provided.
Audio-motor units provide verbal instructions for students to perform specific actions, effectively supporting cultural routines that involve physical movements Examples include using utensils for eating, shaking hands, actively listening, and standing in line to purchase tickets.
SITUATION ANALYSIS
Situation analysis
The study conducted at HaUI focuses on English major students training to become interpreters and translators, who are required to complete four years of English courses To enhance their four fundamental skills, textbooks such as "Let’s Talk 2," "Speak Up," "Listen to It," and "Academic Writing" are utilized In the first semester, "Let’s Talk 2" is the primary textbook aimed at improving students' speaking abilities, as it provides guidance for common conversational situations However, the textbook primarily emphasizes expressions, with limited attention given to cross-cultural issues at HaUI.
The study is carried out with the participation of 180 students (from English classes 1A,1B, 1C, 2A, 2B) and 40 teachers at HaUI in 15 weeks
All the 40 teachers participating in the study graduated from University of Languages and International Studies, Vietnam National University, Hanoi They have been teaching English for at least 3 years.
Data collection instruments
At the time of the study, students are beginning the second semester of their first year
This action research employs a combination of qualitative and quantitative data collection methods, utilizing analytical and exploratory-interpretive paradigms within applied linguistics Data will be gathered through questionnaires, observations, and informal discussions to ensure a comprehensive understanding of the subject matter.
Prior to the study, a questionnaire was distributed to both teachers and first-year English major students at HaUI to gain insights into the current teaching and learning culture This survey aimed to explore their expectations regarding the incorporation of cultural elements in English language education.
After the course, a test is given to see if there is any progress in participants‟ cultural knowledge
A survey questionnaire is conducted after the test to find out explanations for the changes
Observation and formal discussions are combined with the other methods during the study
This data collection tool aims to explore teachers' and students' perspectives on the importance of cultural awareness in education Additionally, the author seeks to assess the impact of various teaching methods on students' achievements in English culture within speaking classes.
The questionnaire items are clearly designed, requiring approximately 15 minutes of class time to complete The author meticulously explains each item and encourages respondents to provide honest answers.
The author presented the results of the questionnaires in tables and charts Besides survey questionnaire, the author also applied other methods as mentioned above
A cultural awareness assessment test was administered twice before the course and after the course
The author, alongside two teachers from HaUI, will separately observe four classes using a checklist designed to assess students' attitudes towards teachers' activities and their level of involvement Additionally, students' preferences for various activities will be documented during the observations.
Informal discussions will be conducted during short breaks and gatherings during the course.
Data analysis
A survey involving 40 teachers from the English Department at HaUI was conducted to assess the current integration of cultural elements in English speaking classes and to evaluate teachers' attitudes toward this practice The analysis of the survey data reveals insights into the effectiveness and significance of incorporating cultural aspects into language instruction.
3.3.1.1 An overview of culture teaching in HaUI (Questions 1,2)
Question 1 : Do you often include cultural knowledge in your speaking lessons?
The answers to the question are shown in the chart as below:
Yes, very often Yes, sometimes Rarely Never
A recent analysis of speaking instruction at Hanoi University of Industry (HaUI) reveals that 67% of teachers occasionally incorporate cultural elements into their conversational lessons, while 22% infrequently address cultural issues Notably, 11% of educators do not include any cross-cultural topics in their teaching.
Question 2 : Do you often intend to make the speaking lessons more interesting with cross
– cultural activities or just mention cultural notes as they appear in the course books?
Mention only the culture note Others
According to data from question 3, a significant majority of teachers (67%) primarily reference cultural elements found in the "Culture note" section of textbooks, while 23% occasionally incorporate cultural information into their lectures to enhance engagement The infrequent inclusion of cultural content in speaking lessons is largely attributed to teachers' limited knowledge of cultural topics and the lack of time available for preparation.
3.3.1.2 Teachers’ opinions of the difficulties in delivering cross – cultural elements in speaking classes (Questions 3 )
Question 3 : What are your reasons for not having cultural issues discussed in your speaking lessons frequently?
You are not interested in delivering cultural issues
You are interested but have no time to prepare for the lessons
Students can learn cultural issues at home
A recent study indicates that 56% of teachers are interested in incorporating cultural information into their speaking lessons; however, they often face challenges A significant barrier is time constraints, with 22% citing an overloaded curriculum as a reason for not teaching culture, while another 22% believe that students can learn cultural aspects at home Additionally, informal discussions highlight that the lack of teaching aids hinders teachers from providing engaging cross-cultural insights Therefore, it is essential to enhance teachers' knowledge of cultural issues and ensure the availability of adequate teaching resources for effective cross-cultural English instruction.
3.3.1.3 Teachers’ opinions of the necessity of including cultural information in the lessons (Questions 5)
Question 5 : How important is English cultural knowledge to your English teaching?
Teachers very important important rather important not important at all
A significant 78% of teachers recognize the importance of incorporating cultural discussions into English lessons, with 22% deeming it essential and 56% considering it important for students This highlights a strong consensus on the value of cultural knowledge in enhancing English teaching and learning, while the remaining 22% view culture as a noteworthy aspect of language acquisition.
Teachers emphasize the importance of teaching culture alongside language, as understanding cultural context enhances language acquisition and improves communication skills for students.
3.3.1.4 Teachers’ opinions of the cross – cultural topics and activities for speaking lessons
All teachers express a preference for discussing various topics such as people, living conditions, food and drink, work, entertainment, relationships, values, and attitudes during speaking lessons This approach effectively addresses common communication issues, enabling students to easily identify cultural differences and similarities between Vietnamese and English in everyday contexts.
When asked about the source that they obtain cultural knowledge all the teachers agree that they search the internet, read books and watch TV for cultural information
Regarding the activities, most of the teachers confide that role play, quizzes are effective in
Incorporating a "teaching" culture into speaking lessons enhances student engagement and enjoyment Activities such as quizzes foster healthy competition among teams, while role-playing effectively reinforces cultural concepts, making them more memorable for students.
3.3.1.5 Teacher’s difficulties in incorporating culture into speaking classes
A significant 63% of teachers express that their main challenge in teaching is the lack of effective strategies for imparting cultural knowledge Additionally, 36% identify the absence of teaching materials as a major obstacle However, many educators believe that addressing these issues will enable them to successfully incorporate cultural topics into speaking lessons.
3.3.2 Applied activities for raising students’ cross-cultural awareness in speaking classes at HaUI
Research indicates various methods for integrating culture into language education, yet this study focuses on specific activities tailored to the unique context of HaUI, as identified through teacher and student surveys, along with cultural assessment test results Furthermore, the selected textbook for speaking lessons for first-year students in their second semester is "Let’s Talk."
2 Basing on these facts, we choose some activities to apply in HaUI context as follows: cultural islands, action logs, reformulation, quizzes, role plays, proverbs, problem solving, prediction, research
At the start of the semester, students gain valuable exposure to the target culture through various visual aids, including posters, maps, and realia They explore images of notable figures and maps of the USA and Great Britain, while also learning borrowed words from English culture, such as "tennis," "rock," "pop," and "pudding." These activities encourage students to focus on cross-cultural knowledge, reinforced by a brief presentation from the teacher highlighting the significance of English culture in the context of language learning.
Participants are encouraged to create personalized notebooks or action logs to document the cultural insights gained from each lesson These notebooks serve as a flexible tool for storing and revising cultural information as needed Additionally, participants should include their evaluations of each class activity, assessing aspects such as interest, usefulness, and difficulty.
Students also have chances to get involved in role plays, quizzes, problem solving, discussions, proverbs, prediction and research
In the "Quizzes" activity, students are organized into 2 or 3 teams to foster competition Teachers present questions using slides or handouts, prompting students to answer correctly For instance, when discussing formal handshaking, the teacher displays four different images, and students must identify the one that depicts the appropriate handshake This interactive approach enhances learning and engagement in the classroom.
In role play activities, students engage in scripted scenarios provided by the teacher, while others observe to identify cultural differences and inappropriate behaviors For instance, during a role play of a first appointment, students portray two individuals who greet each other and ask questions Observing students then analyze and compare the cultural nuances between Vietnamese and English interactions in similar contexts.
In problem-solving activities, students engage both individually and in groups to address communication misunderstandings Teachers facilitate this process by providing guidance and explanations as needed Students are often presented with scenarios that require independent decision-making, followed by group discussions to explore their choices and the rationale behind them Ultimately, it is essential for students to compare their decisions and reasoning with those of native members of the target culture to enhance their understanding.
Discussion of the findings
A survey involving 40 teachers and 180 students was conducted, utilizing various methods such as action research and questionnaires to ensure reliable results The findings highlighted significant insights into the current state of speaking instruction and learning at HaUI, emphasizing the importance of enhancing students' cross-cultural awareness through supplementary activities These results support existing theories on the critical role of culture in foreign language acquisition, as discussed in the Literature Review.
Most teachers recognize the importance of integrating culture into speaking lessons; however, at HaUI, this aspect has been overlooked The primary reasons for this include a lack of time for preparation, insufficient teaching materials, and some educators questioning the necessity of cultural instruction in their lessons.
„culture‟ and some do not know how to teach „culture‟ effectively
Before the study, students had limited awareness of cross-cultural issues However, post-study findings indicate a significant improvement in their perspectives and understanding of cultural matters.
Survey results and observations indicate that students are more engaged in interactive activities, such as quizzes, role-plays, problem-solving tasks, and discussions, compared to simpler tasks that require only verbal responses about cultural situations The competitive nature of quizzes and the immersive experience of role-plays significantly enhance student enthusiasm However, there is a noticeable lack of interest in activities like action logs and diary writing, as students feel they have insufficient time for reflection While proverbs aid in understanding English culture, students often struggle to remember them Test results show a positive shift in students' cultural knowledge, suggesting that the initial stages of these activities are effective in fostering engagement and learning.
Teachers and students face ongoing challenges in the realm of language education, particularly in speaking lessons To effectively implement their ideas, teachers require adequate materials and modern teaching aids Guidance on integrating culture into speaking lessons is essential, as the curriculum must balance teaching speaking skills with enhancing students' cross-cultural awareness When teachers focus heavily on structures, grammar, and vocabulary, they often lack time for cultural activities Additionally, students frequently struggle due to limited opportunities to practice and varying backgrounds, which can hinder their ability to engage in discussions The lack of sufficient learning materials and classroom equipment further diminishes their enthusiasm for cross-cultural activities.
Implications for raising HaUI students’ cross – cultural awareness
To gain a well-rounded understanding of the target culture, it is essential to present students with diverse sources of information The following list outlines potential materials for teaching culture, emphasizing the need for educators to have access to current and relevant resources to enhance their teaching effectiveness.
It apears that students are interested in the following activities Therefore, teachers should focus on these activity types and design tasks for students in speaking classes
When selecting activities for speaking lessons, teachers should tailor their choices to the specific topic being covered, ensuring relevance and engagement Additionally, it's essential for educators to strike a balance between cultural and linguistic content to provide a well-rounded learning experience.
To enhance cultural understanding among students, it is essential to personalize activities and content While discussing a distant country can be informative, it risks leading to stereotypes if students cannot connect those issues to their own experiences Language teachers recognize that students are eager to share their personal stories, making it crucial to create relatable contexts for meaningful discussions.
Understanding your students is crucial when teaching English as a Foreign Language (EFL) While you may focus on cultural education, it's important to recognize that students may not grasp every word you say Although challenges can enhance learning, consistently using overly complex material or language can lead to disengagement from the target culture.
Engaging students in the study of foreign cultures can be rewarding, even if they may never visit those countries Focus on the captivating aspects of the culture and present them creatively to spark interest Utilize diverse approaches to enhance cultural understanding, and let your enthusiasm shine through, ensuring an exciting and enriching classroom experience for your students.
Students learn more in groups They have more opportunities for using the target language, discussing the target culture, and gaining additional perspectives on their own cultural
Don’t try to cover everything
Culture is vast and encompasses the institutions, behaviors, and man-made elements of diverse groups While we may not fully understand our own culture, we can create pathways to explore and learn more about it Instead of feeling disheartened by our limitations in teaching every aspect of culture, we should embrace the opportunity to promote intercultural awareness and understanding.
CONCLUSION
Summary of the study
At HaUI, the integration of cross-cultural activities in English speaking classes for English majors has been limited This study aims to identify effective activities that can enhance cross-cultural awareness among HaUI students and to explore the challenges faced in incorporating cultural topics into speaking lessons.
The study involved 30 teachers and 180 students, who completed survey questionnaires prior to the research Additionally, students underwent a cultural assessment test both before and after the study to measure any changes.
The author has analyzed the survey questionnaires and changes in students results of cultural assessment test before and after the study
Surveys indicate that teachers at HaUI have largely overlooked the integration of cultural issues in speaking lessons However, students express positive attitudes toward the incorporation of culture into their English learning experience Test results reveal an improvement in students' cultural knowledge, with many favoring cross-cultural activities, which they deem essential for effective English teaching and learning The activities they enjoy the most include quizzes, role plays, problem-solving, and discussions, while showing less interest in action logs and reformulation exercises.
Teachers face challenges in implementing cross-cultural activities due to a lack of materials and teaching aids, as well as overloaded curricula They struggle with effectively teaching culture, while students often lack the necessary background knowledge, even in their native language, to engage in cultural discussions Additionally, students report insufficient access to cultural materials and frequently encounter malfunctioning teaching equipment, which hinders their ability to focus on cultural topics during speaking lessons.
After the study, the author has discussed with teachers at HaUI about raising students‟ cross- cultural awareness and share with them her experience from the study.
Limitations of the study
The study focused exclusively on speaking classes, excluding writing, reading, and listening components It incorporated activities such as quizzes, research, action logs, role play, problem solving, and cultural exercises, but did not utilize culture assimilators, cultoons, or ethnographic studies Participants were solely English majors, and the author did not address how to balance linguistic and cultural content in the English training curriculum or provide effective tools for assessing students' cultural knowledge.
Suggestions for further study
This study has focused on some activities to raise students‟ cross – cultural awareness in speaking classes It should be further implemented in the class of reading, listening and writing
Further research is needed to explore the effectiveness of various activities not utilized in this study, including culture assimilators, cultoons, culture capsules, audio-motor units, festival celebrations, ethnographic studies, and literature, in enhancing cross-cultural awareness.
Further research can also be implemented in classes for non – majors to see whether the activities used in the study are effective for non-majors or not
There should also be research on how to balance the linguistic content and cultural content in English training curriculum and effective tools to measure students‟ cultural knowledge
1 Brooks, N (1983), Teaching Culture in the Foreign Language Classroom, Foreign Language Annals, Volume 16 New York: ACTFL, Inc, 1983
2 Byram, M., Morgan, C., & Colleagues (1994), Teaching and learning language and
Culture Clevedon, Avon: Multilingual Matters
3 Brown, H.D (1994).Principles of Language Learning and Teaching Englewood Cliffs, NewJersey: Prentice Hall Regents
4 Kramsch, C (1993), Context and culture in language teaching Oxford: Oxford University Press
5 Krasner, I (1999), The role of culture in language teaching Dialog on Language Instruction, 13 (1-2), pp.79-88
6 Kroeber, A., & Kluckhohn, C (1954), Culture: A critical review of concepts and definitions New York: Random House
7 Lessard-Clouston, M (1992), Assessing culture learning: Issues and suggestions
Canadian Modern Lnaguage Review, 48(2), pp.326-341
8 Lessard-Clouston, M (1997), Towards an Understanding of Culture in L2/ FL Education In Ronko, K.G Studies in English, 25, 131-150 Japan: Kwansei Gakuin University Press from The Internet TEST Journal, Vol III, No 5, May 1997 http://iteslj.org/ Articles/ Lessard-Clouston – Culture.html
9 Lessard-Clouston, M (1994), Teaching Culture: An annotated bibliography Mosaic:
A Journal for Language Teachers, 2(1), pp.19-20
10 Montgomery, M., and H Reid – Thomas (1994), Lnaguage and Social Life, England
11 Nguyen Quang, (2002), Communication and cross – cultural communication, Hanoi National University Press, Vietnam
12 Nguyen Quang‟s lecture notes, (2005), Communication and cross – cultural Communication, Vietnam National University – Hanoi
13 Nguyen Van Do (2006), English teaching to Vietnamese through American Culture
Hội thảo khoa học Giáo viên Khoa đào tạo tại chức, 29.6.2006, pp.59-61
14 Nunan,D (1989) Designing Tasks for the Communicative Classroom.Cambridge :
15 Peck, D (1998), Teaching Culture: Beyond Language, Yale: New Haven Teachers Institute
16 Robinson, G (1998), Crosscultural understanding New York: Prentice – Hall
17 Saville – Troike, M (1975), Teaching English as a second Culture In R Crymes &
W Norris (Eds.), ON TESOL‟ 74 (pp.83-94) Washington: TESOL
18 Seelye, H (1994), Teaching Culture: Strategies for foreign language educators
Skokie, IL: National Textbook Company
19 Stern, H.H (1983a), Fundamental Concepts of language teaching Oxford: Oxford University Press
20 Tomalin, B & Stempleski, S (1993), Cultural Awareness Oxford: Oxford University Press
21 Willis, J (1996) A framework for Task – based Learning Harlow: Longman
22 Brian Cullen, Nagoya Institute of Technology (Nagoya, Japan), Practical Techniques for Teaching Cultures in the EFL Classroom
Cullen at ks.kyy.nitech.ac.jp
23 British Culture, British Customs and British Tradition www.learnenglish.de/culture.htm#Bottom
24 Dimitrios Thanasoulas, The Importance Of Teaching Culture in the Foreign Language
Classroom, Member of TESOL Greece and the AILA Scientific Commission on Learner Autonomy, akasa74@hotmail.com
Appendix 1: Questionnaire (for teachers of English)
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE TEACHING
This survey aims to gather information for a study focused on enhancing the cross-cultural awareness of Haui students The insights gained will significantly contribute to our research Your participation in completing the survey is greatly valued, and rest assured, all responses will be used solely for research purposes, ensuring your anonymity in any data discussions.
Please put a tick, or ticks, or write some words for your answers
1 Do you often include cultural knowledge in your speaking lessons?
2 Do you often intend to make your speaking lessons more interesting with cross – cultural activities or just mention cultural notes as they appear in the course books?
□ No, I mention only the cultural notes printed in the course book
3 What are your reasons for not having cultural issues discussed in your speaking lessons frequently?
□ You are not interested in delivering cultural issues
□ You are interested in delivering cultural issues but you don‟t have time to prepare for the lessons
□ The curriculum is overloaded There is no more time left for cultural issues
□ You think students can prepare this kind of knowledge themselves
4.How do you evaluate your own English cultural knowledge?
5.How important is English cultural knowledge to your English teaching?
□ Not important at all Please explain why you think so:………
6 Do you think that it is suitable and feasible to deliver cultural information in speaking lessons?
7 Which English cultural elements do you find most motivated in English language teaching?
8 If all teaching conditions are favorable, how often do you want to have English cultural issues discussed in your lessons?
9 In what way have you managed to obtain English cultural knowledge?
□ CDs □ Your own information □ Photographs
10 If you plan to have a cross – cultural activity in your class, what sources do you think motivate students the most?
□ Magazines articles □ Your own knowledge and experience Others: ………
11 Which of the following activities do you find effective in delivering cultural issues in speaking lesson?
12 What difficulties have you met in your delivering cultural issues in speaking lessons?
□ You are not interested in including cross – cultural activities in speaking lessons
□ You don‟t have sufficient materials and teaching aids
□ You don‟t know how to “teach” culture effectively
□ You feel that students are not interested in cross – cultural activities
Thank you so much for your cooperation!
Pre-course questionnaire (for students of English)
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE LEARNING
This survey aims to gather information for a study focused on enhancing cross-cultural awareness among Haui students The insights gained from this research will be invaluable Your participation in completing the survey items is greatly appreciated, and please rest assured that all responses will be used solely for research purposes, ensuring your anonymity in any data discussions.
Please put a tick, or ticks, or write some words for your answers
1 Do you often participate in cross – cultural activities in speaking lessons?
□ No, never Please explain why:………
2 How do you evaluate your own English cultural knowledge?
3 How important is English cultural knowledge to English learning?
□ Not important at all Please explain why you think so:………
4 Which English cultural elements do you find most motivated in English language learning?
5 How often do you want to have English cultural issues taught?
6 In what way have you managed to obtain English cultural knowledge?
□ CDs □ Your own information □ Photographs
Thank you so much for your cooperation!
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE TEACHING AND LEARNING
This survey aims to gather information on the teaching and learning of English culture The results will significantly contribute to our research focused on developing effective methods for integrating English cultural elements into language training Your participation in this survey is greatly appreciated, and please rest assured that your responses will be used solely for research purposes, ensuring your anonymity in any data discussions.
Please put a tick, or ticks, or write some words for your answers
1 How do you evaluate your own English cultural knowledge?
2 How important is English cultural knowledge to your English learning?
□ Not important at all Please explain why you think so:………
3 How often do you want to have English cultural issues taught ?
4 What do you think of the activities used in the course? Please tick the right column
Activities Your comments Your participation
( work in pairs, in groups, do tasks…)
5 What are your problems in learning culture in the course?
□ You are not provided with sufficient materials
□ You do not have chances for practicing your cultural knowledge
□ You find it difficult to understand cultural issues
6 Do you have any recommendations or requests on cultural teaching in English language learning?
Thank you so much for your cooperation!
Cultural assessment test 1 Choose an answer/ or answers for the following questions
1 You’ve just been introduced to a British or American friend’s colleage What would you do?
B Say nothing and shake hands
C Say, “Nice to meet you”, and shake hands
2 English people avoid this in conversations with a new acquaintance:
D Where are you living now?
3 When an American gives a compliment, ‘Your dress is beautiful.’, you should say:
4 When an English suggests you have some more food or drink, you usually refuse this way:
5 When an English suggests you have some more food or drink, you usually accept this way:
C Yes, do it right now
6 When you want to ask for confirmation, you should avoid:
C Do you mean to say that….?
7 When you want to express disagreement, you should avoid saying:
C You could say that, but…
D That‟s more or less true, but…
8 Talking to a fat woman for the first time, you should:
A Ask, „How much do you weigh?‟
B Ask, „ Do you want to loose weight?
C Suggest, „I know a good recipe for fat ladies Would you like to try?‟
D Ask nothing about the woman‟s weight
9 When an English point up his/ her finger to you, it means:
10 You’ve been having digestive problems for a week, and have just started to feel better You met a British friend at a party.Your friend says, ‘How are you?’ What would you do?
A Start talking in detail about your problem
B Say, “Fine, thanks How are you?”
C Say, “Not bad, thanks How are you?”
11 You are visiting an American friend in her new apartment You like the apartment and you want your friend know, What would you do? a Say, “You apartment is nice How much is the rent?” b Say, „Gee, this place is really nice.” c Say, „I really like your apartment” d Say nothing, but show that you are interested in by walking around, looking at everything in the apartment, and picking up everything that is movable
12 You are 20 minutes late for class The teacher is explaining something to the class when you arrive What would you do? a Go in, walk up to the teacher and apologize b Wait outside the classroom until the class is over and then apologize to the teacher c Knock on the door and wait for the teacher to tell you it‟s OK to come in d Go in as quietly as you can and take a seat
No Questions True False Don’t know
1 In social situations, a man is traditionally introduced to a woman
2 The greeting topic of conversation for the Vietnamese is the family, the British the weather, and Americans the geographical association
3 It is quite normal to ask Amercians questions about their salary
4 Saying “Thank you” is a common way of reacting to a compliment
5 “Excuse me” is a way of attracting attention
6 “How are you?” is a request for information about a person‟s health
7 The British do shake hands when first introduced to new people, and they also do that when parting
In formal settings, social kissing, typically a light peck on the cheek, is common among men and women, as well as between women who are close friends However, it is unusual to witness two British men engaging in this form of greeting, even if it is merely a cheek kiss.
When meeting someone, it's common for them to offer their name without a greeting To establish a first-name basis, simply repeat your first name during the handshake.
10 If you are talking to someone, it is acceptable if they approach closer that about 2 feet
11 People ask, „What‟s wrong?‟ if they see by a person‟s expression that something is bothering him or her
12 If you have an appointment, you‟ll mutter an excuse if you are 5 minutes late, and apologized profusely if it‟s ten minutes An hour late is almost inexcusable
Examining cultural behavior Activity type: Culture assimilators Aim: To increase awareness of appropriate behavior in English-speaking cultures; to compare and contrast these behavior patterns with those in Vietnam
Materials: A task sheet for each student
Preparation: Design a task sheet Make enough copies to give to each student
In class: 1 Divide the class into groups of three or four
2 Distribute the task sheet and explain the task to the students They are to work together in groups, discussing the situations and deciding what they would do in each situation
3 The groups work together, discussing the situations, and answering the questions
4 After the students have completed the task sheet, a volunteer from each group summerizes the group‟s discussion and answers
5 Ask the students what they would do if they were in the same situations in Vietnam?
6 The students continue to work in groups, discussing their answers in small groups, conduct a whole-class discussion on the following questions:
- What did you learn about behavior in English-speaking countries from these activities?
- What did you learn about behaviour in Vietnam?
Collaborate with a partner to explore various scenarios that could occur in English-speaking countries, considering your potential responses to each situation Keep in mind that multiple solutions may apply in certain cases.
1 Someone introduces you to a British friend What would you do? a Say, “Hello”, and bow b Say nothing and shake hands c Say, “Glad to see you”, and shkae hands d SAY, “Hi”
2 You meet your friend What would you do to greet him/ her? a Say, “Hello” b Ask, “Hey, where are you going?‟ c Ask, “Is it you, [your friend‟s name]?” d Say, “Good to see you again How are you?”
3 You are a person on the computer helpline How do you start a conversation on the telephone? a Say, “Hello” b Say, “Hello.IT helpline I‟m Barry How can I help you?” c Say, “Hello Who‟s that?” d Say, “Hello What do you want?”
4 You would like to have a meeting with a customer What would you say to arrange it? a Say, “I want us to have a meeting on Friday Is it ok for you?” b Say, “Let‟s have a meeting on Friday.” c Ask, “Can we meet on Friday?” d Ask, “Why don‟t we have a meeting on Friday?”