Aims of the study
The major aims of the study are as follows:
- To investigate the teachers' and students' attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language
- To find out the attitudes of teachers and students at Nam Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching
- To find out the effective ways of treatment cross-cultural characteristics into teaching of speaking in English.
Scope of the study
To enhance speaking skills and communicative competence among students at Nam Dan I High School, teachers have worked diligently to engage students in effective speaking classes This study aims to explore students' attitudes and cross-cultural awareness in the context of learning spoken English, focusing specifically on the development of cross-cultural awareness through speaking activities.
This study focuses on the grade 12A1 English students at Nam Dan I High School in Nghe An province, examining English and American cultures as key components of the target language The research emphasizes a blend of task-based and activity-based syllabuses, providing tailored suggestions and recommendations for enhancing cultural understanding in language education.
Research questions
This study is implemented to find answers to the following questions:
1 What is the students' perception of the role of cultural understanding in learning English?
2 How do teachers and students at NDI high school appreciate the role of culture in speaking skills?
3 How does students' cross-cultural understanding change through the treatment of cross- cultural characteristics in speaking lessons?
Methods of the study
This study aims to explore teachers' and students' perceptions of the importance of cultural understanding in learning English A questionnaire served as the primary data collection tool, and the data were analyzed quantitatively using descriptive statistics.
Organization of the study
The study is divided into three main parts:
Part A is the INTRODUCTION In this part, the rationale, the aims, research questions, the scope of the study, method, and design of the study are presented
Part B is DEVELOPMENT There are three chapters in this part
Chapter 1 provides a theoretical foundation for this study by reviewing relevant literature on cross-cultural understanding and its significance It highlights techniques to enhance students' cross-cultural awareness and emphasizes the importance of speaking skills in English language teaching as a crucial element in effective cross-cultural communication.
Chapter 2 serves as a practical case study, outlining the research context, data collection methods, and analysis techniques employed to address the study's specific research questions It presents comprehensive results from the data collection instruments and engages in a thorough discussion of the findings.
Chapter 3 contains the summary of findings, the suggestions for treatment of cross-cultural characteristics into speaking lesson and the recommendation for further studies
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to grade 12A1 students at Nam Dan 1 High School in Nghe An province It emphasizes the importance of integrating cultural elements into English language instruction to enhance students' speaking abilities By addressing cultural differences, educators can foster a more engaging and effective learning environment, ultimately improving students' communication skills in diverse contexts The study highlights strategies for incorporating cultural awareness into the curriculum, aiming to prepare students for real-world interactions in an increasingly globalized society.
Literature review 1.1 The importance of cross- cultural knowledge in foreign language learning
Definitions of term “culture” and “cross-culture” 1 What is culture?
The term "culture" is complex and multifaceted, with Kroeber and Kluckhohn (1954) identifying over three hundred definitions, highlighting the challenges in communicating and teaching about it Culture encompasses behaviors, attitudes, and the social knowledge individuals employ to interpret their experiences Essentially, culture consists of the assumptions, ideas, and beliefs that shape how we understand the actions, words, and thoughts of others.
Culture, as defined by Kluckhohm (cited in Christopher Early, 1993), refers to the structured patterns of thought, emotion, and behavior that are primarily conveyed through symbols It represents the unique accomplishments of human groups, encompassing their artifacts and traditional ideas, with a particular emphasis on the values associated with these ideas.
Benedict (1934) asserts that "Culture is what really binds men together," highlighting that culture encompasses the accepted and collaborative behaviors of a specific group of people It represents the learned behaviors that are shared among individuals, forming a crucial aspect of human life.
Takdir Alisjahbana, as cited by Soenjono Dardjowidjojo in 1973, defined culture as the essence that remains when everything else is forgotten He viewed individual culture as the elusive quality that sets apart the "cultivated" individual.
According to Levine's definition from 1993, culture can be likened to an iceberg, where the visible elements—such as language and food—are easily identifiable, while the submerged aspects remain largely unseen These hidden elements include the profound influences of culture on individual behavior and interpersonal interactions, which are not readily apparent but play a crucial role in shaping social dynamics.
Nguyen Quang defines culture as a comprehensive blend of both tangible and intangible expressions shaped by society or social groups He emphasizes that culture encompasses the behaviors and functions that emerge in specific situations, which serve to differentiate one society or group from another This distinction is not only based on the presence of these expressions and behaviors but also on their proportionality and visibility within the social context.
Language learning is intrinsically linked to culture learning, as highlighted by Brooks (1975), who defines it as the acquisition of both culture-specific and culture-general knowledge, skills, and attitudes essential for effective communication and interaction with individuals from diverse backgrounds This process is dynamic, developmental, and ongoing, actively engaging learners on cognitive, behavioral, and emotional levels.
According to Montgometry and Reid-Thomas (1994), culture encompasses the entire way of life of a group, including the social practices that unite its members and differentiate them from others.
Montgomery and Reid-Thomas highlight that the language classroom serves as a cultural group, making it a valuable subject for analysis and observation.
Culture is a collective creation shaped by the historical social activities of humanity, encompassing both material and spiritual values within a society It is not the possession of an individual but rather a shared heritage among all members of a culture.
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 English students at Nam Dan 1 High School in Nghe An province It emphasizes the importance of integrating cultural awareness into language education to enhance students' speaking abilities By addressing cultural differences and similarities, the study aims to improve communication skills and foster a deeper understanding of the English language among students The findings highlight effective strategies for incorporating cultural elements into the curriculum, ultimately contributing to a more comprehensive and engaging learning experience.
Cross-culture can be seen as cultures in contact or cultures encounters The term
Cross-culture typically denotes the interaction between two distinct cultures or languages that transcend national borders, as defined by Claire Kramsch This concept is based on the idea that one nation corresponds to one culture and one language In the context of foreign language education, a cross-cultural approach aims to foster understanding of the other culture by learning its language Moreover, cross-cultural communication examines not only the differences that influence people's behaviors but also the similarities that connect them.
Effective cross-cultural communication involves bridging cultural gaps related to nationality, religion, and behavior Achieving cross-cultural communication competency requires comprehensive training in cultural awareness, language learning, international travel, and immersive cultural experiences.
Cross-cultural understanding is the essential skill of recognizing, interpreting, and responding appropriately to individuals and situations that may be misinterpreted due to cultural differences This understanding involves acknowledging both the similarities and differences between cultures, fostering better communication and interaction across diverse backgrounds.
Mastering cross-cultural knowledge enhances teachers' perspectives, fostering a deeper understanding of individuals from diverse backgrounds and offering valuable insights into effective second language teaching methods.
The relationship between language and culture
Culture differs from language in that it lacks universal rules applicable to all individuals within a culture; however, the relationship between culture and language is deeply intertwined Linguists have long debated how these two elements interact, with Sapir-Whorf's hypothesis highlighting the idea that our understanding of nature is shaped by the language we use, creating an implicit agreement within our speech community While Pinker critiques Whorf's research methods, he acknowledges the undeniable connection between language and culture, emphasizing that language is fundamentally inseparable from cultural identity.
Communication involves conveying meaning through various mediums, such as phone calls, face-to-face interactions, letters, emails, newspapers, and visual aids like graphs or charts The effectiveness of these mediums relies on how individuals utilize spoken, written, or visual elements to create comprehensible meanings within their social groups Factors like a speaker's tone, accent, conversational style, gestures, and facial expressions significantly contribute to this process.
Clair Kramch's idea, we find that language embodies cultural reality As Nguyen Van Do
(2006) has said: "Language and culture can be seen as the faces of a sheet of paper" Language cannot exist outside the social context, language is a social institution
Buttjes (1990:55) points out the reason why language and culture are inseparably connected that:
1- Language acquisition does not follow a universal sequence, but differs across cultures; 2- The process of becoming a competent member of society is realized through exchanges of language in particular social situations;
3- Every society orchestrates the ways in which children participate in particular situations, and this, in turn, affects the form, the function and the content of children's utterances;
4- Caregivers' primary concern is not with grammatical input, but with the transmission of sociocultural knowledge;
5- The native learner, in addition to language, acquires also the paralinguistic patterns and the kinesics of his or her culture
Language is a mirror of culture, deeply intertwined with the beliefs, values, and attitudes of its speakers Cultural elements are embedded in words, shaping how language is expressed and understood The acquisition of language occurs within a cultural and social framework, where meaning is constructed through the interaction between individuals and their linguistic environment Thus, understanding language requires a consideration of its cultural context.
The treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An province is essential for effective language instruction Incorporating cultural elements into language teaching enriches the learning experience and enhances students' understanding of the language in context Thus, educators must prioritize the integration of cultural insights to foster better communication skills and cultural awareness among students.
1.2 Goals and objectives for treatment of cross-cultural characteristics in English teaching
Integrating culture into foreign language curricula is essential, as highlighted by linguist insights on the interplay between language and culture Educators must equip students with key skills to enhance their intercultural communication, enabling them to navigate and engage with different cultures effectively As Seelye (1993) suggests, this approach allows learners to "get their feet wet in the waters of another culture," fostering a deeper understanding and appreciation of diverse cultural contexts.
1974 and refined in 1993, that will help teachers select cultural data that will increase student skill in intercultural communication:
Goal 1: Interest- The student demonstrates curiosity about the target culture and empathy toward its people
Goal 2: Who- The student recognizes that 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 that 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
The Nostrands (1970) listed nine objectives: students should have the ability to
1) React appropriately in asocial situation
2) Describe a pattern in the culture
3) Recognize a pattern when it is illustrated
5) Predict how a pattern is likely to apply in a given situation
6) Describe or manifest an attitude important for making oneself acceptable in the foreign society
7) Evaluate the form of a statement concerning a culture pattern
8) Describe/demonstrate defensible methods of analyzing a socio-cultural whole
9) Identify basic human purposes that make significant the understanding that is being taught
Various versions of these steps have been made, with more or less the same goals and expectations for students
1.3 Some considerations in raising students` cross-cultural awareness when teaching English as Foreign language
Language teachers and students must recognize the significance of foreign cultures and their impact on language learning Developing cross-cultural awareness is essential, as understanding cultural differences enhances the teaching of English Teachers often focus on teaching structures and expressions that differ from those in their own country, emphasizing the importance of speaking English in a native context However, it is crucial for educators to be aware of these cultural differences to effectively guide students in using English within native-speaking environments.
The study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural understanding into English language education to enhance students' speaking abilities By addressing cultural nuances, the research aims to improve communication skills and foster greater engagement among students This approach not only aids in language acquisition but also prepares students for real-world interactions in diverse cultural contexts.
Intercultural encounters in schools can lead to misunderstandings, as seen at Vinh University, where students expressed concerns about their American professor's behavior, perceiving a lack of respect when she ate without inviting them Similarly, an American lecturer misinterpreted the silence of Vietnamese students as opposition, unaware that many felt unconfident in participating These examples highlight the crucial role of language in intercultural interactions, emphasizing the need for cross-cultural awareness in English as a Foreign Language (EFL) classrooms Understanding foreign cultures enhances students' ability to use language skillfully and appropriately, fostering natural interactions with individuals from different backgrounds.
To ensure students achieve mastery in a foreign language, it's essential to foster their communicative competence, which goes beyond simply using grammatically correct language Effective communication involves understanding the appropriate context and circumstances for language use Therefore, incorporating cultural elements into foreign language education is vital for enhancing students' overall language proficiency.
Fostering an interest in culture is essential for enhancing a learner's intrinsic motivation By engaging students with the culture of the target language, teachers can significantly increase the likelihood of their success in language acquisition.
Speaking skill and the position in E language teaching 1 Definition of speaking skill
Speaking is defined as the process of creating and conveying meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998:13) Among the four language skills, speaking in a foreign language is often considered the most challenging It is crucial for assessing language proficiency, as it helps determine who is familiar with the language When learners engage in speaking, they must organize their thoughts and express them using the vocabulary and grammatical structures of the target language.
Speaking is an interactive process that constructs meaning through the production, reception, and processing of information The form and significance of speech are influenced by various contextual factors, including the participants involved, their shared experiences, the physical setting, and the intended purposes of the communication.
Speaking is a productive skill that encompasses two primary forms of conversation: dialogue and monologue Monologue involves delivering an uninterrupted oral presentation, while dialogue entails engaging with one or more speakers for transactional and interpersonal communication.
Martin Bygate (1987:11-12) emphasizes that spoken language is influenced by time constraints and the challenges of planning, memory, and production under pressure Unlike written language, speaking requires quick responses and allows little room for correction, making it a distinct skill in language learning Speakers must convey their messages clearly and adapt their communication based on listeners' feedback, which necessitates the use of various strategies to ensure understanding.
In conclusion, speaking is regarded as a fundamental skill for many individuals, as the urge to communicate effectively, especially in real-time interactions, motivates the pursuit of fluency and accuracy For students learning a foreign language, mastering speaking is essential, as it facilitates the exchange of information and cultural understanding across borders.
1.4.2 The position of speaking skills in English language teaching
In English Language Teaching (ELT), the four essential skills—listening, speaking, reading, and writing—play significant roles; however, the primary objective for students is effective communication Therefore, speaking emerges as the most crucial element in mastering the English language.
Pattison (1992) emphasizes that knowing a language often refers to the ability to speak it, highlighting the prevalence of spoken language over written forms in daily life For students, developing speaking skills not only boosts their confidence but also enables them to self-correct grammatical errors during communication.
When talking about the role of speaking, Bygate (1987:7) claims that: " It is the vehicle of social solidarity, of social ranking, of professional advancement and of business."
Mastering English speaking skills is a top priority for many language learners, who often assess their progress and the effectiveness of their courses based on improvements in spoken proficiency.
According to Nunan (1991), mastering speaking is the most crucial aspect of learning a second language, as success is gauged by the ability to engage in conversation This highlights the significance of speaking skills in language education, emphasizing that language teachers must prioritize the teaching of oral skills to enhance learners' communicative competence.
Teaching speaking skills is crucial in second language acquisition, as it aims for communicative efficiency Mastering the ability to communicate clearly and effectively in a second language not only enhances a learner's success in academic settings but also positively impacts their overall life achievements.
What types of culture should be taught in the foreign language classroom?
Culture and language are interrelated, with meaning and expression evolving together Educators now recognize the significance of cultural factors in teaching speaking skills, acknowledging how the interplay between the target culture and the learner's culture impacts the teaching and learning process.
The article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It raises the critical question of which cultural elements should be incorporated into foreign language classrooms to align with students' awareness and the classroom environment This issue is a significant concern for many educators aiming to enhance language instruction through cultural relevance.
Effective culture teaching in foreign language instruction necessitates a systematic approach to developing teaching principles Notably, Kramsch's principles (1993) have significantly influenced the integration of language and culture education, offering a fresh perspective on their interrelationship These principles serve as a foundational framework for educators aiming to enhance cultural understanding alongside language learning.
Establishing a sphere of interculturality involves recognizing that teaching culture is not merely about transferring information between different cultures; rather, it requires relating a foreign culture to one's own This intercultural approach emphasizes the importance of reflecting on both cultures to foster a deeper understanding and appreciation.
- Teaching culture as an interpersonal process, which means replacing the teaching of facts and behaviors by the teaching of a process that helps to understand others
Teaching culture as a difference involves recognizing the multicultural and multiethnic nature of contemporary societies It is essential to consider various factors such as age, gender, regional origin, ethnic background, and social class In essence, cultures should not be perceived as monolithic but rather as diverse and dynamic entities that reflect a multitude of experiences and perspectives.
- Cross disciplinary boundaries, which means linking the teaching of culture to other disciplines like anthropology, sociology and semiology
As Tomalin and Stempleski (1993:7) suggest, it is difficult to identify a detailed syllabus for the study of culture in a language classroom They present three elements of culture:
Products Literature Folklore Art Music Artfacts
Customs Habits Dress Foods Leisure
Behavior culture should be systematically integrated into every language class Many language teachers often start their lessons with an unannounced five-minute presentation in the target language, focusing on topics that highlight identity, similarities, or significant cultural differences.
Ismail Cakir (2006:155) suggests some topics that can be presented within the course Climate Meeting people
Clothing Money Crime Non-verbal communication Eating Pets
Education Population Family life Religion Geography Social occasions History Sport
Holidays Transportation Language Vacation Leisure activities
Hasselgreen (2003) emphasizes the importance of intercultural abilities in learners, which encompass various aspects of daily life, including navigating traditions and living conditions at home, school, and during festivals These abilities also involve understanding social conventions such as appropriate dress and greetings, as well as developing confidence in the values, beliefs, and attitudes of foreign language speakers Additionally, effective verbal communication skills, including greeting, apologizing, and expressing emotions, are essential, alongside the ability to interpret non-verbal cues like body language and facial expressions.
Dobson (1992) highlights Oxford's perspective that students are often intrigued by the similarities and differences between their own culture and that of English-speaking countries He identifies several key aspects of life in these countries that particularly captivate students' interest.
1 Family relationship 11 Influence of the media
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An province It emphasizes the importance of integrating cultural elements into English language instruction to enhance students' speaking abilities By addressing diverse cultural backgrounds, the study aims to improve communication skills and foster a deeper understanding of language use in various contexts The findings suggest that incorporating cross-cultural awareness in teaching practices significantly benefits students' engagement and proficiency in English speaking.
4 Courtship and wedding customs 14 Holiday
9 Student-teacher relationship 19 Students' life
10 Contemporary fashions 20 Humor From the ideas above, it is clear that each researcher has an individual opinion about problem: teaching culture in classroom In my opinion, the above cultural elements to be used to teach the target language should be presented in the contexts, and depending on students's level and knowledge, the teacher can choose types of suitable culture to teach in classroom
2.1 Situation analysis 2.1.1 Setting of the study
The research was conducted at Nam Dan I High School, where English is a mandatory subject in the curriculum Students must successfully pass English in the national examination at the end of grade 12 to obtain their secondary school diploma The English curriculum for 12th-grade students is structured into two semesters.
105 periods, 3 periods per week Each period is 45 minute long
Our school utilizes the "English 10" textbook for 12th grade, featuring a new curriculum based on the communicative approach The "English 12" textbook comprises sixteen units that emphasize four key language skills: reading, speaking, listening, and writing, while also addressing essential language components such as pronunciation, grammar, and vocabulary.
In each unit, the speaking lesson follows the reading lesson, featuring a diverse range of topics and activities designed to enhance students' speaking skills effectively.
To enhance students' speaking skills, incorporating diverse cross-cultural topics in a safe classroom environment is highly effective A solid understanding of the cultural nuances related to the language being learned boosts students' confidence in their communication abilities.
A study was conducted involving forty grade 12 A1 students, aged 17-18, at Nam Dan I High School, along with the participation of ten English teachers from the same institution.
Data collecting instruments
The researcher developed a survey questionnaire consisting of 10 questions and 2 tests to gather essential data for the study (see the Appendix) The questions and tests are designed to be clear and concise, ensuring that students comprehend them fully before responding The questionnaire focuses on three key areas: learners' attitudes towards the target culture, the perceptions of both teachers and students regarding the significance of culture in English Language Teaching (ELT), and the attitudes of learners and teachers towards cross-cultural characteristics in speaking skills The tests aim to assess any changes in participants' achievements in English culture following the implementation of cross-cultural teaching activities in ELT.
The study utilized a multiple-choice questionnaire administered to both teachers and students at NDI, with students given fifteen minutes to complete it Additionally, informal class observations, interviews, and discussions significantly contributed to the research findings.
The un-structured interviews with students and teachers of NDI were conducted for more information These interviews were aimed to clarify some information gained from the questionnaire responses.
Data analysis 1 The attitudes of the learners towards the target culture 1.1 Positive attitudes towards the target culture
This section presents data gathered from a survey involving teachers and students, aimed at exploring the impact of integrating cultural information into speaking lessons on students' cross-cultural knowledge over time.
2.3.1 The attitudes of the learners towards the target culture 2.3.1.1 Positive attitudes towards the target culture
The first statements dealt with students' attitudes towards the learning of the target culture as part of their language class We can see the result in the table below
1 Learning a foreign language cannot be separated from learning that target culture
2 You cannot use English effectively unless you have good knowledge of English- speaking cultures
3 The differences between Vietnamese and
Englishculture influence your learning spoken English in class rooms
Table 1: Positive attitudes toward the target language
The data indicates that over 85% of students recognize that learning a foreign language involves understanding its associated culture, while the remaining students lack awareness of this connection This highlights a significant gap in cultural understanding among learners of foreign languages.
A recent survey revealed that 30% of students recognize the significance of cross-cultural knowledge for effective English usage, while 50% strongly agree with this notion Conversely, 20% either disagree or are uncertain about its importance in communication, suggesting a lack of awareness regarding the necessity of cross-cultural understanding in mastering English This highlights a gap in the secondary school English learning process, where the connection between culture and communication is often overlooked, underscoring the need for students to appreciate the role of cultural knowledge in language acquisition.
The study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An province It aims to enhance English language instruction by integrating cultural awareness, facilitating better communication skills among students By addressing cultural nuances, the research seeks to improve students' speaking proficiency and overall language competence in a diverse learning environment.
2.3.1.2 Negative attitudes towards the target culture
4 It is unjust when Vietnamese students learning English have to behave like English native speakers
Table 2: Negative attitudes toward the target language
Many students acknowledge the significance of cultural knowledge in foreign language learning, understanding that it does not require them to abandon their own values and behaviors A notable 57% of students believe that cultural insights enhance their English communication skills, expressing a desire to remain Vietnamese while using English fluently Additionally, 30% strongly agree that learning English does not necessitate adopting a native speaker's identity.
2.3.2 The attitudes of the teachers and learners towards the importance of culture ELT 5.- What do you think of the role of culture in English learning? (Students)
- What do you think of the role of culture in English learning? (Teachers)
0 10 20 30 40 50 60 70 very important important rather important not very important students teachers
Figure 1: The students` perception of the role of culture in English learning
At NDI High School, teachers unanimously recognize the significance of cultural factors in English Language Teaching (ELT), with 100% believing that culture plays a vital role—60% deeming it very important and 40% considering it important In contrast, student opinions vary: 42% view cultural factors as very important, 37.5% as important, while 10% regard them as rather important, and another 10% believe culture is not very important in ELT This indicates that most students acknowledge the importance of culture, although a small minority does not prioritize it Consequently, those students with lower English proficiency may struggle to integrate cultural knowledge into their language learning.
2.3.3 The attitudes of the learners and teachers towards cross-cultural characteristics in speaking skills 6.- Can you rank these things in order of importance in learning speaking skills?
Table 3: The attitudes of the students toward the rank of skills in order of importance in learning speaking skill
1 2 3 4 vocabulary grammar pronunciation cultural knowledge
Figure 2: The attitudes of the students toward the rank of skills in order of importance in learning speaking skill
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An province It emphasizes the importance of integrating cultural awareness into English language instruction to enhance students' speaking abilities By addressing the diverse cultural backgrounds of learners, the study aims to improve communication skills and foster a deeper understanding of language use in various contexts The findings highlight effective strategies for educators to incorporate cultural elements into their teaching practices, ultimately benefiting students' language acquisition and intercultural competence.
- Can you rank these things in order of importance in learning speaking skill? (Teachers)
Table 4: The attitudes of the teachers toward the rank of skills in order of importance in learning speaking skill
1 2 3 4 vocabulaty grammar pronunciation cultural knowledge
Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in learning speaking skill
According to the teachers' responses, cultural knowledge holds equal importance in the first, second, and third positions, each accounting for 20% Additionally, 40% of teachers believe that cultural knowledge ranks fourth in significance.
Students have varying perspectives on the significance of grammar, vocabulary, pronunciation, and cultural knowledge in speaking skills While only 12.5% rank cultural knowledge as the least important, 42.5% believe it holds the third position, and a notable 37.5% consider it the most crucial element in effective communication.
The survey results indicate that students find cultural knowledge integration into speaking skills training both engaging and motivating This insight will assist teachers in identifying effective methods for teaching English.
7.- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Students)
- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Teachers)
10 20 30 40 50 60 strongly agree agree partly agree disagree strongly disagree teachers students
Figure 4: The attitudes of teachers and students toward influence of the difference between Vietnamese and English culture on their teaching and learning spoken English
The chart illustrates the complex attitudes regarding the impact of Vietnamese culture on the teaching and learning of speaking skills A significant majority of teachers believe that Vietnamese culture greatly influences their teaching methods, with no teachers asserting that it has no effect Additionally, half of the educators indicate that Vietnamese culture plays a role in shaping their instructional practices.
Students exhibit varied perspectives on how culture influences their learning, with 30% strongly agreeing that Vietnamese culture affects their speaking skills, while 32.5% partially agree This indicates a general awareness among students regarding the impact of their cultural background on their speaking abilities Conversely, a smaller segment, comprising 12.5% of students, believes that speaking competence is unrelated to cultural elements, attributing their speaking skill deficiencies to other factors.
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 English students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural awareness into language education to enhance communication skills The study aims to identify effective strategies for addressing cultural differences, ultimately improving students' speaking proficiency and confidence in using English in diverse contexts.
2.3.4 The students' evaluation on the applied culture teaching activities
8.- What do you think of culture teaching activities used during the English lesson? students
40 50 60 very interesting and effective interesting and effective quite interesting and effective not interesting and effective students
Figure 5: The students` evaluation on the applied culture teaching activities
According to a survey, 50% of students find classroom activities very interesting, while 30% consider them both interesting and effective These activities provide students with ample opportunities to practice English in a game-like environment, allowing them to engage without feeling the pressure of studying However, 7.5% of students feel that the activities are neither interesting nor effective, indicating that some may lack the necessary English proficiency to participate comfortably.
2.3.5 Speaking as the best way of enhancing cross- cultural knowledge
9 Speaking are the best way to enrich students' cross-cultural knowledge
10 When having 4(10%) 17(42.5%) 19(47.5%) chances to discuss or talking the similarities and differences between my culture and other cultures with my classmates I understand better not only other cultures but also my own culture
Table 5: The attitude of students toward the importance of speaking skill in enhancing cross-cultural knowledge
As depicted in the table above, for the statement 9, most student (87%) ticked
Discussion of the findings
The survey, despite being conducted with a limited group of students and teachers, provides valuable insights into English learning and teaching dynamics Results from questionnaires and tests indicate that incorporating cross-cultural characteristics into speaking lessons is both beneficial and practical The majority of students involved in the teaching and learning process strongly support the positive impact of cross-cultural integration on enhancing their confidence in communication.
Students recognize the significance of cross-cultural knowledge in English learning and teaching, agreeing that incorporating cultural elements into lessons enhances their engagement and interest Additionally, they feel motivated when given the opportunity to explore not only their own culture but also that of the target language.
Students should develop cultural awareness, recognizing the similarities and differences between cultures, which enhances their English learning experience and boosts their confidence in using the language This cultural knowledge fosters a love for learning English, making it essential to integrate cultural education into English teaching.
The findings from the questionnaires and tests indicate that language and culture must be taught together, as cross-cultural issues can enhance the learning of speaking skills and other competencies Implementing quizzes or discussions in pre- and post-speaking activities fosters a motivating learning environment, reigniting students' interest and improving their speaking abilities Understanding a country's culture is essential for foreign language learners, as it enables effective communication in the target language Without incorporating the cultures of English-speaking countries, English instruction remains inadequate and incomplete.
Data analysis reveals that speaking plays a vital role in enhancing cross-cultural awareness, while a strong foundation in cross-cultural knowledge significantly improves students' communicative competence.
Lastly, nowadays with the development of technology and the Internet, we can acess public libraries with enormous information with graceful images about culture of different
The treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 English students at Nam Dan 1 High School in Nghe An province presents a significant opportunity to enhance language education By integrating diverse cultural elements into the curriculum, educators can leverage valuable teaching materials that enrich the learning experience and foster a deeper understanding of language use in various contexts This approach not only aids in developing effective communication skills but also prepares students to engage meaningfully in a globalized world.
Cultural understanding plays a crucial role in English as a Foreign Language (EFL) education, as effective communication fosters intercultural awareness Given the vastness of culture, teachers cannot cover every aspect, and it is unrealistic to expect students to fully understand all cultural nuances Instead, educators should focus on encouraging students to explore cross-cultural issues from diverse perspectives without passing judgment.
Suggestions for treatment cross-cultural characteristics into teaching of
Suggestions for treatment cross- cultural characteristics into teaching of speaking in
The Internet stands out as the most diverse source of information, encompassing all other sources The evolution of the World Wide Web has opened up numerous opportunities for cultural education As noted by Zhao (1996, cited in Warschauer 2001: 208), engaging in web-based activities allows students to gradually integrate into the community of English language speakers, similar to other immersive cultural experiences Consequently, it is no surprise that both teachers and students favor the Internet as their primary source for cultural information.
In the Vietnamese context, Hang's 2004 study highlights that the speaking and reading sections of textbooks are considered the most valuable for cross-cultural exchange Teachers often rely on these sections to address significant cross-cultural topics.
In the foreign language teaching process, instructors must select appropriate cross-cultural information tailored to each lesson, situation, and the students' proficiency levels to enhance the learning experience.
3.2.2 Activities for improving cross-culture teaching methods in NDI high school
A proficient foreign language teacher must possess not only a strong grasp of the language but also effective teaching methodologies While teaching a foreign language presents challenges, integrating cultural elements to engage students and enhance their learning experience is even more complex To support educators in this endeavor, Patrick Moran emphasizes the importance of cultural orientation in language instruction.
(2001) suggests A Framework for Learning/Teaching Culture, we can base on his suggestion to improve our teaching method
1) Nature of content getting information
Eg : The teacher can supply information for students by many ways such as: giving questions, giving information directly
- What is the capital of the US?
- Sports play an important role in American life
2) Learning objectives - demonstrate a mastery of the information
3) Techniques/activities - cultural readings; films/videotapes; recordings; realia (cultural artifacts); personal anecdotes
Eg : The teacher give students a passage related to cross-cultural knowledge and ask students find cross-cultural information in it
4) Note: - How culture is traditionally taught giving students information and asking them to show that they know it;
Eg : The teacher can ask sts to present the information which they have been provided by the teacher
1) Nature of content skills Teacher gives students some situation
Eg : - Buying tickets to a sports event,
- Cheering for your team at a football game,
- Acting and speaking like American sports fans
2) Learning objectives: demonstrate an ability a fluency, an expertise, confidence, ease
3) Techniques/activities: dialogs, role plays, simulations, field experiences
Eg : Using on above topics, students work in group to make dialogues and then, present in front of the whole class
4) Note: - Where communicative competence in the language and culture occurs Students know both what to say and how to do it in a culturally appropriate manner
- Teacher role: coach or model
1) Nature of content values and assumptions Teacher gives some questions in turn
Eg : - Why are sports so important to Americans?
- Are you making an observation or an interpretation?
The study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural elements into English language instruction to enhance students' speaking abilities By addressing cultural differences, educators can foster better communication skills and cultural awareness among students, ultimately improving their overall proficiency in English This approach aims to prepare students for real-world interactions in diverse environments.
- Why do Americans have such sports rituals?
- How does this compare with your culture?
2) Learning objectives: - Demonstrate an ability: to infer; to generalize;
- Learners interpret and make explanations based on above activities,
- Comparisons with their own culture,
4) Note : - Learners engage in actively using their powers of induction, analysis and intuition to draw conclusions about cultural information or experiences like anthropologists
- Teacher role: co-researcher or guide
D) Knowing oneself (personalizing knowledge) (applying for students with high level)
1) Nature of content self-awareness
Eg : Teacher gives students some questions:
- What importance do sports have in your life?
- How did it feel to act like Americans do at a football game? Why?
- Would you choose to act like this? Why?
2) Learning objectives: by behavior/statements demonstrate understanding of ones' feelings, values, opinions, attitudes, and act upon them
3) Techniques/activities: - Learners examine and make statements about themselves,
They answers above questions means that they are making reflective writing or statements about themselves
Sports significantly impact my life, as I watch nearly every football match on TV during the weekends I admire the enthusiasm displayed by American fans at football games, showcasing their deep passion for the sport However, I choose not to emulate this behavior, as I am Vietnamese, and such actions do not align with my cultural values.
4) Note: - Learners themselves are the subject matter in a process of guided self-discovery, as they study their own values and their reactions to those of the culture They decide whether or not to change
- Teacher role: counselor or guide
To effectively implement the teaching method, English teachers should incorporate EFL activities, which can be easily adapted for cultural classrooms The key is to ensure students are actively engaged with both the target culture and language.
In my opinion some of the activities the teachers should care about in teaching culture:
Cultural activities such as culture capsules, quizzes, role-play, and problem-solving can significantly enhance English culture teaching and learning methods at Nam Dan I High School Participants are encouraged to prepare and present a favorite topic related to the lesson's content, allowing for individual or group comparisons between their own culture and the target language's culture This comparative approach is an effective way to teach culture Additionally, quizzes are a popular choice among participants, with most cultural lessons incorporating them, fostering collaboration as students work in pairs or groups to complete quiz tasks.
Incorporating culture as a fundamental aspect of language learning is essential for students to achieve proficiency in a foreign language A curriculum that integrates cultural elements enables learners to understand and effectively communicate within the context of the language, leading to greater success in their language acquisition journey.
This article examines the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural awareness into English language instruction to enhance students' speaking abilities By addressing diverse cultural contexts, the study aims to improve communication skills and foster a deeper understanding of English as a global language among students The findings highlight effective teaching strategies that incorporate cross-cultural elements, ultimately aiming to enrich the learning experience and prepare students for real-world interactions.
Research highlights the crucial role of teaching culture in enhancing language acquisition, with both teachers and students acknowledging its significance in the learning process A lack of cultural knowledge hinders effective foreign language learning, as culture and language are intrinsically linked To master a language, learners must grasp the cultural contexts that influence its use, including the appropriate and culturally acceptable ways to communicate Therefore, integrating cultural awareness into language education is essential, as it fosters student interest and motivation in learning English Additionally, understanding cross-cultural knowledge greatly aids in developing speaking skills.
The study explores essential theoretical concepts, including definitions of culture and cross-culture, as well as the interplay between language and culture It outlines the goals and objectives for addressing cross-cultural characteristics in English language teaching, emphasizing the importance of enhancing students' cross-cultural awareness Additionally, the article defines speaking skills, discusses their significance in English instruction, and identifies the types of culture that should be integrated into foreign language classes.
The research findings reveal that both teachers and students hold positive attitudes towards the integration of cultural learning in enhancing speaking skills in English education The study highlights the significance of cultural activities in the teaching and learning process, demonstrating their valuable impact on students' engagement and teachers' instructional approaches.
Lastly, the author gives some suggestions for treatment cross- cultural characteristics into teaching of speaking in English to grade 12A1 students in Nam Dan I high school
Through these findings, we know that treating cross-cultural characteristics in a lesson is a performing art subject, the teachers always must be an excellent actor to make the performance successful
Incorporating cultural activities into speaking lessons effectively enhances reading skills while simultaneously promoting cross-cultural understanding in foreign language education.
Suggested issues for further research
In this thesis, the author finds it interesting and essential to study more into the issue of teaching culture as an integrated of foreign language teaching and learning
This study emphasizes the integration of cross-cultural characteristics into speaking skill instruction to enhance students' cross-cultural awareness and communicative competence It is essential to apply this approach in other subjects, including reading, listening, and writing.
This thesis focuses on examining the cultural obstacles that impact the teaching and learning of speaking skills in foreign language education, in addition to exploring the attitudes of students and teachers towards cross-cultural characteristics in speaking instruction and the significance of culture in language teaching.
Lastly, there should be more research into designing culture-based textbooks so that Vietnamese teachers and students can have a better understanding of culture knowledge
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural awareness into English language instruction to enhance students' speaking abilities By addressing the diverse cultural backgrounds of students, the study aims to improve communication skills and foster a more inclusive learning environment The findings highlight effective strategies for educators to incorporate cross-cultural elements into their teaching practices, ultimately benefiting students' language proficiency and cultural understanding.
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Language Annals, Volume 16, NewYork:ACTFL, Inc
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6 Burn and Yoyce, H (1997), Focus on speaking, Sydney: National Center for English language teaching and research
7 Buttjes (1990), Teaching foreign language and culture : social impact and political significance, Language learning Journal
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10 Christopher Early (1993), Culture, self-identity and work, Oxford University Press, Inc
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Educational and cultural Affair, USIA
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16 Nguyễn Thị Thu Hằng (2004), An Investigation on the Effect of Cross-Culture Awareness on English learning and teaching at English Department HUFS and some recommendation Unpublished M.A thesis VNU-CFL
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Kirikkale University, Turkey Turkish Online Journal of Distance
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Communication between Cultures, Thomson Wadsworth Inc
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22 Do Thanh Mai & Dao Thu Trang (2006), Introduction to Cross Cultural Communication, Vietnam National University, Hanoi, College of Foreign Language,
23 Montgometry and Reid-Thomas (1994), Language and Social life, England: The Bristish Council
24 Greert Hofstede (2000), Culture's Consequences: comparing values, behaviors, institutions, and organizations across nations, Sage Publications
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Department of Language Teacher Education- School for International Training Brattleboro, VT, USA
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Universuity-Ha Noi Colledge of Foreign Languages
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This study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural elements into English language instruction to enhance students' speaking abilities By addressing cultural nuances, the research aims to improve communication skills and foster a deeper understanding of diverse perspectives among students This approach not only aids in language acquisition but also prepares students for real-world interactions in a multicultural environment.
1 Chu Quang Bình (2008), Thiết kế bài giảng Tiếng Anh 12, tập 1, Nhà xuất bản Giáo
2 Hoàng Văn Vân (2008), Tiếng Anh 12, 6/2008, Nhà xuất bản Giáo Dục
3 Nguyễn Văn Dộ (2004), Tìm hiểu mối liên hệ ngôn ngữ và văn hoá, Nhà xuất bản
Dại Học Quốc Gia Hà Nội
Appendix 1: A questionnaire for students and teachers of English
1 Learning a foreign language cannot be separated from learning that target culture a Strongly disagree c No idea b Disagree d Strongly agree e Agree
2 You cannot use English effectively unless you have good knowledge of English- speaking cultures a Strongly disagree c No idea b Disagree d Strongly agree e Agree
3 The differences between Vietnamese and English culture influence your learning spoken English in class rooms a Strongly disagree c No idea b Disagree d Strongly agree e Agree
4 It is unjust when Vietnamese students learning English have to behave like English native speakers a Strongly disagree c No idea b Disagree d Strongly agree e Agree Please explain why you think so:
5.- What do you think of the role of culture in English learning? (Students) a Very important c Rather important b Important d Not very important Please explain why you think so:
- What do you think of the role of culture in English learning? (Teachers) a Very important c Rather important
The study explores the treatment of cross-cultural characteristics in teaching speaking skills to 12A1 English students at Nam Dan 1 High School in Nghe An province It emphasizes the importance of integrating cultural awareness into language education to enhance students' communication skills By addressing cultural differences, the research aims to improve students' speaking proficiency and foster a deeper understanding of English as a global language This approach not only aids in language acquisition but also prepares students for real-world interactions in diverse cultural contexts.
6.- Can you rank these things in order of importance in learning speaking skills? (Students)
- Can you rank these things in order of importance in learning speaking skill? (Teachers) a Vocabulary b Grammar c Pronunciation d Cultural knowledge
7.- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Students) a Strongly agree b Agree c Partly agree d Disagree e Strongly disagree
- Do you think difference between Vietnamese and English culture influence your teaching spoken English in classroom? (Teachers) a Strongly agree b Agree c Partly agree d Disagree e Strongly disagree
8.- What do you think of culture teaching activities used during the English lesson? a Very interesting and effective c Quite interesting and effective b Interesting and effective d Not interesting and effective
9 Speaking are the best way to enrich students' cross-cultural knowledge a Strongly disagree c No idea b Disagree d Strongly agree e Agree
10 When having chances to discuss or talking the similarities and differences between my culture and other cultures with my classmates I understand better not only other cultures but also my own culture a Strongly disagree c No idea b Disagree d Strongly agree e Agree
1 When an English suggests you have some more food or drink, you usually accept in this way: a Yes, please b Yes, give me some c Yes, do it right now d Yes, that is fine
2 You've been introduced to a British or American friend's colleague What would you do? a Say, "hello" b Say nothing and shake hand c Say, "nice to meet you" and shake hands d Say, "hi"
3 When an English put his hand up his head, it means a Oh, I forgot b I'm very sad c Wait a second d I have no idea
4 In UK and US, people often try to start a conversation with someone they don't know by making a comment about a Food b Salary
This article explores the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural awareness into English language instruction to enhance students' speaking abilities By addressing cultural differences, educators can foster better communication skills and understanding among students, ultimately preparing them for real-world interactions The study highlights the role of family influences in shaping students' cultural perspectives and their impact on language learning.
5 In English, when you cross middle finger with index finger, it means that: a I do not know b I cannot hear you c Good luck d Come here
6 In UK, when people are invited to a party, they often take a A bottle of wine b A flower c A cake d A loaf
7 Which statement is considered cheerful farewell in the US but may be considered insincere in Britain? a Have a nice day! b Good luck to you! c A happy day! d See you again!
8 In US, when invited to a dinner party, people usually arrive a Later than the time appointed b Earlier than the time appointed c On time d Within fifteen minutes of the appointed time Suggested answers:
1 When Vietnamese people meet each other, they usually greet each other with " Good morning"
2 It is normal or polite when an American asks his/her friend's hobby
3 People from Western culture enjoy discussing business matters during lunch or dinner
4 Walking is the most popular leisure activity among the British and the Vietnamese
5 In England, when you are first introduced to some one, shake their right hand with your own right hand
6 In UK and America, students use the word
"teacher" to address their teacher to show their respect
7 It is considered polite when a Vietnamese asks an American about his/her age
8 In US, men and women friends may kiss each other on the cheek if they see each other after a long time, or even each time they meet
9 In Vietnamese, at informal party, people don't wait to be introduced They introduce themselves
10 In the UK they have to drive on the left
11 It is polite to ask Americans questions about their salary
12 In UK, when being entertained at someone's home it is nice to take a gift for the host and hostess
13 In England, it is impolite for men to wear hats indoors especially in churches
14 In Vietnam, when yawning or coughing always
The study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 English students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of incorporating cultural elements into language instruction to enhance students' speaking abilities By addressing these cultural nuances, the teaching approach aims to foster better communication skills and cultural awareness among students This research highlights the need for educators to adapt their methods to include cross-cultural perspectives, ultimately improving the effectiveness of English language education.
15 In American, everyone greet each other only when they are close friends and relatives
16 In Vietnam, it is very impolite to speak with your mouth full of food
17 The most common and typical foods eaten in Britain are the sandwich, fish and chips, pies, trifle
18 In the US It is believe that if your left eye winks, you will meet some unlucky
19 In the US, people shake hands when they meet each other people for the first time, but not every time they see them after that
20 In England, you want to talk to someone you do not know at a party There is no one to introduce you What would be the most polite way to address the person? a Hi, my name is b I do not think we have met, have we? My name is c What is your name? d Do I know you?
Suggested lesson plans for treatment cross-cultural characteristics into teaching of speaking in English to grade 12A1 students in Nam Dan I high school
I Aims: By the end of the lesson, students will able to:
- Review related words about family life including household chores, responsibility, wash the dishes
- Express their ideas about family life
II Materials : charts, cards, picture, textbook
Ask students to give out as many words/ phrases involved household chores as possible
The team having more correct answers will be winner
Today, we will speak about the division of household chores among the members of the family
II PRE - SPEAKING Have students work individually, check the suitable box for
This study focuses on the treatment of cross-cultural characteristics in teaching speaking skills to Grade 12A1 students at Nam Dan 1 High School in Nghe An Province It emphasizes the importance of integrating cultural understanding into English language instruction to enhance students' speaking abilities By addressing cross-cultural elements, the research aims to improve communication skills and foster a deeper appreciation for diverse perspectives among students The findings are intended to inform teaching practices and curriculum development in language education.
15' information that apply to his/her own family
Teachers is advised to help student fully understand all the information by giving them meaning of the following words:
Work: kiếm tiền (v) Share: chia sẻ (v) Interest: sở thích (n) Closely (adv): một cách chặ t chẽ Make an important decision: dư a ra một quyế t đị nh quan trọ ng
Call on some pairs to give their choices
Put students into pairs to practice speaking about their family, based on the sentences in task 1
Call on some students to speak out their ideas
Ask students to work in pairs to ask each other the following questions:
+ Who works in your family?
+ What's your responsibility in the family?
+ What is the interest the family members share closely?
+ Who is the person you often share secrets with?
+ Who is the person you talk to before making an important decision?
Move around the room to give help and jot down students' mistakes in pronunciation and grammar for later correction
Call on some pairs to act out their dialogues
Organize students into groups of four or five, assigning roles that represent family members such as the father, mother, eldest child, and youngest child This activity encourages teamwork and helps students explore family dynamics through role-playing.
Each person in the family says something about their family and duties their family
Call on some groups to act out in front of the class Make corrections if needed and make comments
As the eldest child in a family of four, I have always felt the deep love and support of my parents, who have dedicated themselves to providing the best upbringing for my sister and me.
- As a father I' ve got a lot of duty to do I have to go to work to support my family I' ve got to help my wife with housework
- As a mother, I have to do household chores and keep the house in order I have to cook meals, go shopping, wash up My husband sometimes helps me