Statement of the problem and rationale for the study
Culture is an essential component of language education, particularly in teaching English as a Foreign Language (EFL) According to Kramsch (1998), language not only expresses but also embodies and symbolizes cultural reality Integrating social values, attitudes, and cultural elements into teaching methodologies is crucial for enhancing learners' cultural competence In today's interconnected world, incorporating cultural aspects alongside linguistic features is vital for preparing students to become informed global citizens.
The relationship between language and culture is crucial in English Language Teaching (ELT), prompting new perspectives on their instruction Kramsch (1993) critiques traditional foreign language education for limiting cultural teaching to mere facts about the target country's people and their worldviews He argues that this approach overlooks the idea that culture is a social construct shaped by self and other perceptions To address this, Kramsch proposes four innovative approaches to teaching culture in language education.
Understanding a foreign culture necessitates comparing it with one's own, highlighting the "sphere of interculturality." Instead of merely presenting cultural facts, teaching should focus on the interpersonal process of understanding "otherness." Additionally, it’s essential to recognize that national traits are just one facet of a person's culture, emphasizing the importance of cultural differences Furthermore, teaching culture should intersect with established disciplines such as anthropology, sociology, and semiology, which enrich the understanding of cultural education However, adapting to these new perspectives can be challenging for many language teachers.
Textbooks play a crucial role in exposing students to cultural aspects in second language teaching, serving as a teacher, resource, and authority (Cortazzi & Zin, 1999) They not only provide linguistic content but also serve as a significant source of cultural elements This raises the important debate regarding the cultural orientation of textbooks used in the classroom Educators must consider three options: textbooks focused on source/home cultures, those centered on target cultures, and those that encompass international target cultures Source/home culture pertains to the learner's own background, target culture refers to the culture of the language's native speakers, and international target cultures include various cultures where English is used as a global language.
Teachers and learners are essential in imparting cultural knowledge from textbooks in the classroom, making their feedback vital for understanding and fostering innovation in teaching methods To enhance cultural competence, learners must acquire cultural knowledge appropriately, especially in today's context of intercultural competence, where teaching should be free of preconceptions It's crucial for learners to recognize that cultures are diverse and not monolithic, avoiding value judgments between their native cultures and others Therefore, understanding learners' attitudes towards cultural content is paramount Additionally, teachers' attitudes significantly impact the teaching of cultural elements, as highlighted by Adaskou, Britten, and Fahsi (1990), who assert that while students may only use a course once, teachers will repeatedly engage with it, making cultural content a key influence on teachers' perspectives Ultimately, the teacher's approach to cultural content significantly shapes how it is conveyed to students.
According to Ferit (2004), educators should facilitate learners' understanding of diverse cultures without imposing the belief that one culture is superior to another It is essential for teachers to highlight cultural differences rather than encouraging students to conform to the cultures being studied The attitudes of teachers significantly shape their approach to cultural content, which in turn influences students' perceptions Therefore, it is crucial to examine both teachers' and students' attitudes toward the cultural materials presented in textbooks.
This study investigates the attitudes of teachers and students towards the cultural content in international commercial textbooks for non-English majors at Haiphong Private University By examining these attitudes, the research aims to highlight their significant impact on the teaching and learning of cultural content within this educational context.
Aims of the study
This study investigates the cultural representations found in a commercial textbook used at Haiphong Private University, focusing on the differences in attitudes towards teaching and learning culture between teachers and students concerning the cultural content presented in the textbook.
The two above aims specified in the following objectives:
This study examines the cultural content present in the "Solution Pre-Intermediate Students’ Book" by Tim Falla and Paul A Davies, specifically focusing on its use for non-English major students in levels 3 and 4 at Hai Phong Private University.
2) To study the students‟ attitudes towards the cultural content in the text book and the teaching of that content
3) To study the teachers‟ attitudes towards the cultural content in the textbook
4) To find out mismatches between teachers‟ attitudes and students‟ attitudes.
Significance of the study
This study is crucial for university authorities considering the adoption of a global textbook for classroom use, as it provides valuable insights into the evaluation of the textbook from both teachers' and learners' perspectives It highlights the importance of teaching and learning culture in the context of global integration Additionally, the research is significant for teachers who rely on the textbook for cultural instruction, offering a comprehensive view of their perceptions and encouraging self-evaluation of their roles in contemporary English teaching and learning environments.
Scope of the study
The study only focuses on the cultural content presented in the book Solution
Pre-Intermediate Students’ Book by Tim Falla and Paul A Davies (2007), Oxford
The textbook utilized at Haiphong Private University for level 3 and level 4 students serves as the official resource for these classes This research aims to investigate the attitudes of both teachers and students regarding the cultural content within the textbook, providing insights into the teaching and learning cultures relevant to the study's context.
Research questions
The study is supposed to answer the following questions:
(1) What cultures are represented in the “Solutions Pre-Intermediate” textbook?
(2) What are students‟ attitudes towards the cultural content and the teaching of culture in this book?
(3) What are teachers‟ attitudes towards the cultural content in this book?
(4) Are there any mismatches between students‟ attitudes and teachers‟ attitudes towards the cultural content represented in the “Solutions Pre-Intermediate” textbook?
Methods of the study
The research examined cultural representations in the book through the lens of cultural orientation, focusing on source culture, target culture, and international target culture This study employed two methodological tools: one for collecting quantitative data and another for qualitatively validating the initial findings.
Organization of the study
The thesis is composed of three parts: A, B, and C
This study addresses a specific problem, outlining its significance and rationale while defining its aims and scope It presents key research questions and methodologies employed in the investigation, as well as an overview of the study's organization.
Part B – Development consists of three chapters: Chapter I examines the literature on language and culture in English language teaching, specifically focusing on teaching culture within the context of English as an international language Chapter II details the research methodology employed in this study, including participant information, data collection methods, and data analysis techniques Chapter III presents the study's findings, which will be discussed in relation to the literature review to address the research questions effectively.
In the conclusion, this section summarizes the key findings of the study while acknowledging its limitations Additionally, it offers recommendations for future research avenues to explore.
Literature review
Overview of culture and language
1.1.1 The relationship between culture and language
Culture encompasses the collective knowledge, ideas, and habits of a society, passed down through generations, as defined by Moore (1985) This transmission of cultural elements shapes the identity and continuity of communities, influencing social interactions and individual behaviors Understanding culture is essential for appreciating the diversity and richness of human experiences across different societies.
Culture is defined as a shared background encompassing national, ethnic, and religious elements, characterized by common language, communication styles, customs, beliefs, attitudes, and values (Kramsch, 1998, p.3) Furthermore, it represents membership in a discourse community that shares a collective social space and history, along with a unified system of standards for perception, belief, evaluation, and action (Kramsch, 1998, p.127).
Language and culture are fundamentally intertwined, as culture is embodied in language The National Center for Cultural Competence in the USA defines culture as an integrated pattern of human behavior encompassing thoughts, communication, languages, practices, beliefs, values, customs, courtesies, rituals, interactions, roles, relationships, and expected behaviors within a racial, ethnic, religious, or social group, along with the capacity to transmit these elements to future generations.
Language serves as a crucial element of culture and a reflection of it, as highlighted by Brown (1994) He emphasizes that culture is deeply embedded in our identity, while language acts as the most visible form of cultural expression A shift from one culture to another can disrupt an individual's worldview, self-identity, and modes of communication Ultimately, Brown concludes that language and culture are intricately connected, making it impossible to separate them without diminishing the importance of both.
The culture linked to a language cannot be fully grasped through brief lessons on specific cultural elements like celebrations or folk songs Instead, culture is a comprehensive concept deeply intertwined with the linguistic principles taught in second language classes Each language carries historical ties to its respective culture, serving as a gateway to understanding that culture Therefore, to truly comprehend a language, one must consider the cultural context in which it exists, highlighting the necessity of studying language and culture in tandem.
1.1.2 The role of culture in ELT
As stated in 1.1.1, culture and language are inseparable In other words, it is impossible to teach language without teaching the culture related to that languages.Brooks (1964)points out:
As language teachers, it is essential to engage with the study of culture not solely to teach the culture of another country, but because it is integral to effective language instruction Teaching a language without its cultural context can lead to misunderstandings, where students may assign incorrect meanings to symbols Without proper cultural guidance, learners risk associating foreign symbols with American concepts, resulting in a distorted comprehension of the language.
Brooks emphasizes that teaching a foreign language is ineffective without incorporating the culture of the corresponding country Without cultural context, learners risk misinterpreting language as mere symbols, which can lead to communication breakdowns in real-life situations Valdes (as cited in Baker, 2001) supports this perspective by stating that every language lesson inherently involves cultural elements This idea is widely accepted, as it has been established that language is a reflection of culture; thus, grasping the language of a community is essential for understanding its culture.
The primary goal of foreign language learning and teaching is to achieve communicative competence, which cannot be attained through symbols alone Understanding sounds, letters, and grammar rules is ineffective without the contextual knowledge of real-life situations A solid grasp of the target culture is essential for effective communication with native speakers Samovar, Porter, and Jain (1981) elaborate on the crucial relationship between culture and communication, emphasizing its importance in language acquisition.
Culture and communication are fundamentally intertwined, as culture shapes the dynamics of interpersonal interactions, including who communicates with whom and the context of those exchanges It influences how individuals encode and interpret messages, as well as the specific conditions under which communication occurs Ultimately, culture serves as the essential foundation for effective communication.
Human communication, both verbal and non-verbal, is significantly shaped by the cultural backgrounds of the individuals involved Culture serves as a crucial framework for both conveying and interpreting messages Consequently, effective language instruction must incorporate cultural education to ensure comprehensive understanding.
Language and culture are intricately linked, making the teaching and learning of a foreign language inherently tied to cultural education The complexity of teaching English as an international language arises from its global usage, transcending native speakers like the British, American, or Australian Learners must also understand the cultural contexts of those who use English as a second or foreign language Ultimately, effective ESL and EFL instruction is incomplete without incorporating cultural knowledge, highlighting the importance of cultural understanding in language education.
In today's globalized world, there is an increasing focus on enhancing students' intercultural competence, as highlighted by Byram (2002), moving beyond the traditional concept of communicative competence defined by Hymes (1972) This article will explore the transition from communicative competence to intercultural competence in detail.
1.1.3 Perspectives on culture learning and teaching from intercultural competence perspectives
Effective language instruction goes beyond linguistic knowledge, emphasizing the need for intercultural competence to ensure socially and culturally appropriate communication The Common European Framework of Reference for Languages (CEF) highlights the significance of sociocultural knowledge, intercultural awareness, and intercultural skills for language learners This intercultural dimension acknowledges that social identities play a crucial role in interactions, necessitating an understanding of appropriate language use alongside grammatical proficiency Furthermore, when individuals from diverse cultural backgrounds communicate, their national identities often come into play, underscoring the connection between language and culture, as noted by Byram (2002).
Developing the intercultural dimension in language teaching aims to equip learners with both intercultural and linguistic competence This approach prepares students for meaningful interactions with individuals from diverse cultures, fostering an understanding and acceptance of different perspectives, values, and behaviors Ultimately, it highlights that engaging with other cultures is a valuable and enriching experience.
As the result, besides linguistic competence, intercultural competence becomes inseparable in language learning and teaching
The influence of native-speaking countries on language learning and teaching is a significant intercultural issue While the goal of language education often includes emulating native speakers in both language and culture, there is a growing emphasis on cultural understanding, identity, and complexity This shift indicates that native speakers are no longer viewed as the sole experts; instead, second or foreign language learners are encouraged to connect their own cultures with the target cultures, appreciate their differences, and enhance their awareness of cultural identities Intercultural awareness, as defined by the Council of Europe (2001), plays a crucial role in this evolving perspective.
Overview of cultural content in the textbook
1.2.1 Role of textbooks in ELT
Textbooks play a key role in the classroom.Richard (2005), an influential author and textbook designer, argues that:
Textbooks play a crucial role in language learning by providing essential input and facilitating classroom practice They can either serve as the main resource for instruction or as a supplementary tool to enhance teaching For inexperienced teachers, textbooks offer valuable guidance on lesson planning and teaching strategies, acting as a form of professional development The widespread use of commercial textbooks is fundamental to language education globally, making effective teaching possible.
In addition to confirm the prominent role of textbook, he also points out eight principal advantages of the use of commercial textbooks in teaching as followed:
(1) They provide structure and syllabus for a program
(4) They provide a variety of learning resources
(6) They can provide effective language models and input
Textbooks serve multiple functions in education, acting as teachers, resources, and cultural maps that shape students' understanding of culture Cortazzi and Jin (1999) highlight that textbooks not only impart knowledge but also reflect and construct cultural ideologies, influencing both teachers and students' perceptions Hall (1997) emphasizes that textbooks are integral to our cultural framework, embedded within our social knowledge and shaped by various systems of representation that organize and classify concepts, thereby establishing complex relationships among them.
This study focuses on the "Solutions Pre-intermediate Students’ Book," part of a series of five internationally recognized textbooks authored by Tim Falla and Paul A Davies and published by Oxford University Press in 2007 The book employs a theme-based approach, structured around ten broad themes to enhance the learning experience.
- Personal identity (appearance, personalities and hobbies)
- Publication Each of the unit listed above is divided into 7 parts which are vocabulary and listening, grammar, culture, reading, everyday English, writing and get ready for your exam
The selected textbook series for non-English majors at Hai Phong Private University is highly regarded for its diverse tasks and alignment with communicative language teaching methods Additionally, it effectively supports the British Council examination, which will soon be mandatory for university students.
1 2.2 Cultural content in the textbook
Textbooks in English Language Teaching (ELT) exhibit significant variation in their cultural content Historically, ELT materials predominantly featured the cultures of English-speaking countries, particularly the UK and the USA However, increasing consumer demand for insights into local cultures has prompted a shift in the publishing industry, highlighting the importance of culturally relevant content in ELT materials Bobda (1997) observes a transformation in the development of English teaching resources in Cameroon, moving from a focus on British cultural contexts to the incorporation of African cultural elements, and ultimately to the indigenization of materials that reflect a distinctly Cameroonian context Cortazzi and Jin (1999) identify three patterns of cultural representation in English textbooks: the learner's source/home culture, the target culture where English is a first language, and cultures that are neither Consequently, textbooks can be categorized into three types: those reflecting the source/home culture, those based on the target culture, and those that encompass international cultures.
1.2.3 Analysis of cultural contents in the textbook
As culture proves to be significant in the content of a textbook, there is a vast body of studies on the issue Bryam (2008) summarizes:
The analysis of cultural content in textbooks is a recognized field that has developed theoretical criteria, focusing on the impact of teaching on learners' perceptions (Sercu, 2000) Feng and Byram (2002) propose an intercultural approach to content analysis, emphasizing the importance of intercultural representation in textbook selection and the need for careful interpretation of authentic texts in classroom settings.
Research on cultural categories in foreign language textbooks emphasizes the essential cultural knowledge students need to effectively engage with different cultures Various frameworks have been developed to outline specific cultural topics for teaching; for instance, Brooks (1964) identifies 64 potential cultural themes suitable for classroom presentations Additionally, Byram (1989) offers checklists for evaluating cultural content, highlighting that while cultural education is vital, it often leans towards mere information acquisition rather than integrated language learning Byram proposes criteria for assessing cultural content in textbooks, including social identity, social interaction dynamics, beliefs and behaviors, social and political institutions, life cycle events, national history, geography, and stereotypes that shape national identity.
This study employs the cultural representation classification by Cortazzi and Jin (1999) to analyze the cultural content of a book, highlighting the various criteria necessary for such an investigation.
Studies on teachers‟ and learners‟ attitudes
Attitude, a central concept in social psychology, refers to a learned tendency to evaluate people, objects, or events in a certain way Gall and Borg (1996) describe it as an individual’s viewpoint toward a specific object, while the Oxford Dictionary defines it as the way one thinks, feels, and behaves toward something Attitudes can be positive, negative, or uncertain, often changing over time or reflecting mixed feelings Researchers categorize attitudes into explicit, which are consciously recognized and influence behavior, and implicit, which operate unconsciously yet still affect beliefs and actions Additionally, attitudes comprise three key components.
(1) An emotional component: How the object, person, issue or event makes you feel
(2) A Cognitive Component: Your thoughts and beliefs about the subject
(3) A Behavioral Component: How the attitude influences your behavior
Attitudes and behaviors are closely interconnected, with attitudes playing a crucial role in shaping behavior, although behavior may not always accurately reflect these attitudes Research indicates that in situations with minimal external influence, specific attitudes strongly guide behavior A person's attitude towards an object significantly influences their intentions to engage in related behaviors Thus, behavior is often driven by intentions, which stem from overall attitudes influenced by prominent beliefs Additionally, the relationship is bidirectional, as performance can yield new insights that alter beliefs, attitudes, and intentions.
1.3.2 The roles ofteachers'and learners'attitudes in learning and teaching cultures
Attitudes significantly impact learning and teaching, particularly in foreign language acquisition Gardner (1985) emphasizes that a positive attitude towards the language and its culture is crucial for successful language learning Such an attitude not only motivates learners to seek additional input, like engaging with native speakers, but also encourages the use of diverse learning strategies that enhance skill development Furthermore, maintaining a positive outlook aids learners in preserving their language skills beyond the classroom setting.
Teachers' attitudes towards teaching, particularly in relation to cultural education, significantly influence their instructional methods When educators actively support the learning of target cultures, such as British or American culture, they strive to provide students with ample exposure to these cultures This approach aims to help students achieve a native-like understanding and appreciation of the culture Therefore, fostering positive attitudes among teachers towards cultural education is crucial for effective teaching and learning.
1.3.4 Previous studies on teachers’ and learners attitudes towards cultural content in textbook
In English Language Teaching (ELT), understanding learners' attitudes towards their learning and teaching methods has become essential, as the focus has shifted from teachers to students Textbooks play a crucial role in exposing learners to cultural content, making it necessary to analyze both the materials used and the learners' attitudes According to Littlejohn & Windeatt (1989), there is a direct correlation between the values and attitudes expressed by learners and those presented in their textbooks, highlighting the importance of this examination in the ELT context.
In today's diverse learning environments, it is essential to recognize that studying English does not require altering one's identity, including ethnic, religious, or political backgrounds Mastery of the English language does not necessitate adopting American or British cultural norms Instead, learners should focus on understanding cultural differences without passing judgment It's important to note that students who require greater cultural awareness and sensitivity often show the least inclination towards these objectives Therefore, educators and authorities must closely examine students' attitudes towards cultural content to improve teaching and learning methods in this evolving context.
The evaluation of textbooks from the teachers' perspective is gaining unprecedented attention Hitomi highlights that historically, teachers were often viewed as passive participants in language learning and teaching, merely adapting to predetermined roles based on specific methods and learning theories (Tomlinson, B., 1998, p.239) However, there is a growing need to shift this perspective and empower educators in the evaluation process.
The absence of comprehensive studies on teacher variables is concerning, given the pivotal role teachers play in language education and their responsibility in key aspects of curriculum development Teachers are integral to materials development, as they are primarily responsible for selecting the resources used in the classroom While students and materials may change frequently, many teachers remain constant in their positions, underscoring their importance in the educational landscape.
Teachers' attitudes towards cultural content in textbooks significantly influence foreign language instruction Their understanding of culture, akin to their grasp of language, shapes how they teach cultural elements in language learning According to Bryam (2008), language learning should foster positive attitudes and accurate perceptions of other cultures, highlighting the often-overlooked link between language teaching and cultural learning Therefore, it is essential for foreign language learners to develop positive attitudes, such as tolerance and sympathy towards cultural differences This goal primarily relies on teachers' performance, which is deeply affected by their own attitudes and perceptions regarding cultural aspects.
Methodology
Participants
The study focuses on approximately 720 students across 24 classes, currently at English proficiency levels 3 and 4 out of 5, indicating a pre-intermediate level Students at level 4 are expected to communicate confidently with foreigners and transition to level 5, which is why they receive instruction from volunteer native teachers annually However, the students' actual English skills fall short of these expectations, with some having studied English for seven years while others have only three years of experience, and some with no prior exposure Most students have undergone traditional teaching methods that emphasize grammar over communicative skills and cultural understanding, leading to ineffective learning strategies and feelings of stagnation Additionally, the university's credit registration system allows students to enroll in higher-level classes without passing lower ones, resulting in mixed-ability classrooms where students may simultaneously attend classes of different levels or pass higher-level exams while failing lower ones.
The teaching staff consists of eight educators responsible for level 3 and 4 classes using the Solutions Pre-Intermediate Students’ Book Each teacher manages three classes and also engages in various programs for different university majors On average, they teach around 25 periods per week, which significantly exceeds the workload typical of public university instructors This heavy workload may adversely affect teaching quality, as teachers often lack sufficient preparation time and may experience stress from their overloaded schedules.
Research questions
The study is supposed to answer the following questions:
(1) What cultures are represented in the “Solutions Pre-Intermediate” textbook?
(2) What are students‟ attitudes towards the cultural content and the teaching of culture in this book?
(3) What are teachers‟ attitudes towards the cultural content in this book?
(4) Are there any mismatches between students‟ attitudes and teachers‟ attitudes towards the cultural content represented in the “Solutions Pre-Intermediate” textbook?
Methods of the study
This exploratory study establishes a criterion for analyzing cultural content in English Language Teaching (ELT) textbooks based on Cortazzi and Jin's (1999) classification Their framework categorizes these textbooks into three types: those that reflect the source or home culture, those centered on the target culture, and those that incorporate international cultures.
The study utilized a structured approach to gather data by classifying cultural representations into three categories, which informed the development of a questionnaire for students and interviews for teachers A total of eight teachers from levels three and four participated in the interviews, as their limited number made a questionnaire impractical Each teacher was responsible for three classes, with one class randomly selected to complete the questionnaire Consequently, the research involved data from eight teachers and 180 students, comprising 102 students from level three and 78 students from level four.
The analysis of data from the two instruments involved a thorough examination and validation process, which included comparing responses from students and teachers The study's comments, remarks, recommendations, and conclusions were all derived from this comprehensive data analysis.
The student questionnaire (see Appendix 2) aimed to investigate the students‟ attitudes towards cultural learning, cultural content in their textbook and cultural teaching in their classes
The questionnaire included 11 questions organized into three sections: participants' attitudes toward culture in learning English as a foreign language, their views on cultural content in the book "Solutions Pre-intermediate," and their opinions on the teaching of cultural content within the same book.
The questionnaire was designed using multi-item scales, incorporating closed-ended questions such as Likert scales, semantic differential scales, numerical rating scales, and multiple-choice items Additionally, specific open-ended and clarification questions were included to gather more in-depth information Prior to distribution to the target students, the questionnaire underwent two pilot tests with the assistance of three teachers and 30 students to improve the quality of the items.
A semi-structured interview was conducted with teachers, utilizing questions developed from student questionnaire responses and relevant literature on culture teaching The interview focused on three key areas: teachers' attitudes toward culture in English language learning and teaching, their perceptions of the cultural content in the book "Solutions Pre-intermediate," and their approaches to addressing this cultural content in the curriculum.
The interview sought to explore teachers' attitudes toward cultural teaching and the specific cultural content in textbooks This investigation allows for a comparison between the perspectives of students and teachers, offering valuable insights into the topic.
Results and discussion
Research question 1
The Solutions Pre-Intermediate Student’s Book, authored by Tim Falla and Paul A Davies in 2007 and published by Oxford University Press, is part of a comprehensive five-level course designed for teenagers seeking to improve their everyday English and prepare for exams This textbook serves as the primary resource for non-English major students at level three and four at Haiphong Private University.
The Solutions set has been adopted as the official textbook for non-English majors at the university for the past two years due to its numerous advantages over the previous textbook, Reward, which failed to effectively enhance students' communicative skills Solutions is a theme-based book with clear organization and a variety of engaging activities and tasks Additionally, the publisher offers an extensive array of resources for teachers and students, including workbooks, MultiROM, Solutions iTools, Pack Back, and Test Bank Designed for learners at the B1 level according to the Common European Framework of Reference for Languages (CEF), the Solutions set aligns with Haiphong Private University's requirement that all students meet this language proficiency standard This selection aims to support students in achieving their foreign language goals.
Solution Pre-Intermediate Student’s book consists of 10 units, each of which is divided into seven parts: vocabulary and listening, grammar (1), culture, grammar
(2), reading, everyday English, and writing Five first units are taught in level three and the rest in level four
Table 1 illustrates the cultural content of the textbook, highlighting the various cultures it encompasses The analysis categorizes this content based on three distinct cultural orientations, as classified by Cortazzi and Jin.
(1999):source/home culture, target culture and international cultures The numbers show the frequency of the culture in book
What culture Frequency Percentage Example
27 75% Reading text: teenager leisure in the UK (p.6) Reading text: An American festival (p.66)
9 15% Vocabulary: Greeting gestures in different countries (p.64)
For the details of the table, see Appendix 1 There are three noticeable features which can be seen clearly from the table and the table above:
Firstly, British and American culture, or the target culture, takes up a significant portion of the cultural content in the book
Unit seven of the book focuses on international cultures, specifically highlighting Russian, Polish, Chinese, Thai, Japanese, and Spanish customs This section is dedicated to an in-depth exploration of these diverse cultures, allowing for a concentrated discussion rather than spreading these topics throughout the entire book As a result, these cultures are presented as a distinct unit, facilitating a comprehensive understanding of global cultural diversity.
Thirdly, Vietnamese culture, or the source/home culture, is nowhere to be found in the book
From the features discussed above, it can be concluded that Solutions Pre-Intermediate is the textbook on target culture with the British and American culture dominantly presented.
Research question 2
A significant majority of ESL students (94.4%) recognize the strong connection between the English language and its culture, indicating a positive awareness that can enhance their second language learning experience In contrast, only 1.7% of students disagreed with this relationship, while 3.9% were uncertain This understanding underscores the importance of integrating cultural context in language education.
In terms of opinions about how important of culture in English learning, Chart 1 below shows the range from unimportant to important, presented by number from 1 to 5
The chart clearly indicates that students place significant importance on culture in ESL learning, as evidenced by a substantial number selecting the highest rankings of 4 and 5 Additionally, the data from the initial question regarding the relationship between language and culture suggests that students maintain a positive attitude towards incorporating cultural elements in their English classroom experience.
Unsurpringly, 98.7% of the students affirmed that they liked learning culture while only 2.3% said no to culture learning and teaching However, when being ask
Understanding the significance of culture in English learning is crucial, as students express diverse preferences for the cultures they wish to explore Chart 2 illustrates the distribution of these preferences among target cultures, including British, American, and Australian, as well as the students' own Vietnamese culture and other non-English speaking cultures.
The chart indicates that nearly 50% of students prefer target cultures, primarily due to their interest in English-speaking countries and the belief that understanding these cultures enhances their language learning In contrast, only 19.1% preferred Vietnamese culture, expressing a desire to compare it with others and share it with foreigners in English Additionally, 32.1% of students showed interest in cultures from non-native English-speaking countries, motivated by a desire to enrich their knowledge and prepare for potential work opportunities abroad.
The evaluation of cultural content in the Solutions Pre-intermediate Students’ Book focuses on its usefulness, variety, and engagement Respondents rated the content using a scale from "not at all" to "quite interesting," highlighting the importance of assessing how well the textbook meets educational and cultural needs.
The study examined students' perceptions of cultural content across target, source, and other cultures, revealing that "so-so" was the most common response, with 53.1%, 53.5%, and 50.9% respectively, indicating a lack of strong criticism or praise In level four, lessons on different cultures and customs were the most favored, with 42.9% of students rating them as "quite a lot" or "very much." Conversely, in level three, no single lesson stood out, as approximately 30% of students found all five lessons to be equally interesting and useful.
The concluding section of the questionnaire aims to assess students' perceptions of cultural instruction in the classroom Table 2 illustrates the various methods employed by teachers to teach culture, as perceived by the students.
Teachers’ ways of teaching cultural content of the book Frequency Percentage
Teacher presents cultural knowledge within the book 94 29.2%%
Teacher provides further cultural knowledge outside the b ook
Teacher makes reference to Vietnamese cultures 88 27.3%
Teacher makes students evaluate the cultural content to de velop critical thinking
Teacher organizes activities to learn about cultures 27 8.4%
The table highlights the three most common methods teachers use to teach culture: presenting cultural knowledge from the textbook, providing additional cultural insights beyond the textbook, and referencing Vietnamese cultures This finding indicates that teachers aim to expand their students' understanding by connecting the target cultures with their own home culture, thereby enhancing their overall cultural awareness.
Teachers often provided in-depth cultural knowledge but may have overlooked creating real opportunities for students to develop critical thinking and intercultural identities.
Being asked about what the students like most about their teachers‟ teaching of cultures, they gave a large variety of responses which could fall into 6 categories as in Table 3:
What students like most about their teachers' teaching of cultural content in the book
Various activities (games, stories, pictures, clips,…) 17 14.4%
Teaching style (intelligibility, friendliness, enthusiasm,…)
Relation to other cultures outside the book 37 31.4%
Both teaching style and relation to other cultures outside the book
A significant 41.5% of students expressed admiration for their teachers' engaging teaching styles, highlighting qualities such as clarity, friendliness, and enthusiasm Additionally, 31.4% appreciated the broadened knowledge offered by teachers, particularly the introduction and comparison of cultures beyond textbook content In contrast, only 14.1% of students favored the variety of classroom activities, including video clips, pictures, stories, and games related to different cultures.
In response to the final question of the questionnaire regarding desired changes in teachers' approaches to cultural content in the textbook, the summarized results are displayed in Table 4.
What students would like to change in their teachers' teaching of cultural content in the book
More information about other cultures outside the book 13 16.7%
Approximately 46.2% of students expressed satisfaction with their teachers' methods of teaching cultures, indicating no need for changes in the classroom However, 33.3% desired more engaging activities, such as games or videos, while 16.7% sought additional information about cultures beyond textbook content The data suggests that students appreciated a variety of classroom activities for cultural education but felt there was room for improvement in enhancing their learning experience.
Research question 3
Eight teachers were interviewed to explore their perspectives on three key areas: general culture and language instruction, the cultural content presented in the Solutions Pre-Intermediate Students' Book, and their approach to teaching culture within the classroom.
Teachers unanimously acknowledged the significant impact of culture in English Language Teaching (ELT), emphasizing that language and culture are inherently intertwined The language of a community reflects its people's thoughts, beliefs, and values, which are all cultural components Conversely, a deep understanding of culture is crucial for mastering a language; effective communication in a foreign language is impossible without cultural comprehension This lack of cultural awareness often leads to culture shock for learners abroad, who may study the language but struggle to navigate the differences between their home culture and the target culture.
Language and culture are inherently intertwined, making it essential to teach them together For instance, when instructing students on greetings, it's important to highlight the cultural nuances associated with them In Vietnam, asking "Where are you going?" serves as a casual greeting, while in the United States, this question is perceived as intrusive and impolite Such examples illustrate how cultural differences are reflected in language use.
Therefore, unsurprisingly, 100% of the teachers laid great stress on culture‟s role in ESL teaching and learning
All teachers expressed a preference for teaching cultures in their classrooms, agreeing that the choice of culture was largely influenced by the textbook's content They emphasized the importance of starting with the material provided in the textbook and, when possible, enhancing learning through supplementary information and cultural comparisons The findings indicate a clear prioritization of British and American cultures, which comprised a significant portion of the textbook's cultural content Notably, three out of eight interviewed teachers specifically mentioned their enthusiasm for teaching British and American culture, despite the availability of various cultural options.
The approach to teaching varies by lesson, with a focus on introducing the culture of the country highlighted in the book Among the many cultures explored, the teacher expresses a particular passion for British and American cultures.
“I love to make comparison between the culture reflected in the book and Vietnamese culture to help students see the differences between them.” (Teacher E)
“Off course being a teacher, I always wish to explore and provide more in- depth knowledge to the students Such relevant information depends on the content of each lesson.” (Teacher G)
The cultural content of the Solutions Pre-intermediate Students' Book is diverse, useful, and engaging, as it closely relates to daily life, allowing teachers to easily supplement with relevant information Additionally, the book's structured lessons contribute to a wide range of topics, making it challenging for educators to identify the most significant lesson.
“Each topic has its own various and interesting characteristics, so it‟s quite difficult for me to decide which one I love most I may love a number of topics!” (Teacher A)
All educators expressed their admiration for lesson 7, which explored diverse cultures and customs from around the globe They noted that students were particularly enthusiastic about this lesson, as evidenced by a survey where nearly half of the participants rated the cultural content as “quite a lot” and “very much” in terms of usefulness and engagement.
Teacher H believes that all topics are engaging and relevant to daily life, particularly lesson 7, which focuses on diverse cultures and customs This subject offers numerous activities, and students often express great enthusiasm for the lesson.
Teachers focused on effective strategies to teach cultural content by prioritizing textbook exploration to enhance students' understanding They incorporated references to Vietnamese culture and supplemented learning with additional resources beyond the textbook To engage students, they utilized technical aids like projectors for visual presentations and integrated games and activities, although time constraints limited the frequency of these interactive methods in the classroom.
Teacher E emphasizes the importance of teaching all the book's content initially to encourage students to express themselves on the topic Following this, additional information is provided beyond the book, complemented by organized classroom activities to enhance learning engagement.
“I combine traditional and modern teaching method (…) I always use projector to show images, clips or relevant cultural knowledge and to build a positive learning environment.” (Teacher C)
All eight teachers identified time limitations as a significant challenge in their teaching, expressing that 115 periods per course were insufficient for delivering in-depth knowledge and engaging students through diverse activities The implementation of the new 30/70 teaching and learning method, which requires students to spend 70% of their course time in class and the remainder on self-study, exacerbated this issue As a result, teachers struggled to determine what content to cover in class and how to effectively manage students' self-study, ultimately impacting both overall teaching effectiveness and specific teaching cultures.
With the implementation of a new teaching and learning method at our university, effective time management has become crucial It is essential to ensure that the content taught in class aligns with the limited time available, as it is not feasible to cover every topic or delve deeply into all areas of knowledge.
While 115 periods for one level may initially seem sufficient, it is inadequate for in-depth topic exploration, particularly with the implementation of the new 30/70 teaching and learning method Additionally, teachers highlighted that students' limited English proficiency hampers their understanding of lectures and participation in classroom activities.
When I organize games or competitions in the class, not every student really joins the activities It is not because of they are passive or don‟t find the activities interesting but due to their poor English I teach level 4 and I find the English proficiency of half of my students is lower than it is expected to
Teachers expressed a desire for improvements in their culture teaching, stating that no changes could be made under the current circumstances They emphasized the need for more classroom time and appropriate student placements This highlights a significant issue with the university's credit registration system, previously discussed in the study.
Research question 4
The survey results and teacher interviews reveal a notable disconnect between students' and teachers' perceptions of the relationship between culture and language While all teachers acknowledged the strong link between the two and expressed enthusiasm for teaching cultural aspects, a small percentage of students, about 5.6%, either denied this connection or were indifferent to it Additionally, approximately 2.3% of students explicitly rejected the idea of learning culture altogether This lack of interest is concerning, especially as many students view English merely as a compulsory subject rather than a vital skill for their future careers Consequently, their focus remains on passing exams rather than improving language proficiency or engaging with foreign cultures Given that learners are now at the center of foreign language instruction, teachers must be aware of and address these negative attitudes towards learning.
There is a notable disparity between teachers' and students' attitudes towards cultural education While all interviewed teachers emphasized the importance of teaching British and American cultures first, three out of eight expressed a particular fondness for these cultures despite the availability of diverse options In contrast, around 50% of students showed a preference for learning about international cultures (31.1%) and Vietnamese culture (19.1%), with many specifically expressing interest in Japanese culture due to future aspirations of living and working there This indicates a misalignment between teachers' cultural teaching priorities and students' learning interests, highlighting a demand for a broader cultural curriculum that extends beyond the teachers' traditional focus.
There is a notable disconnect between teachers' and students' attitudes towards the teaching of cultural content in the classroom A survey revealed that while 46.2% of students were satisfied with their teachers' methods, many expressed a desire for more cultural activities Conversely, teachers indicated that they could not implement changes due to time constraints, particularly with the new teaching methods that allocate up to 30% of course time for student self-study This shift necessitates careful selection of classroom content, resulting in a reduction of both general learning activities and those focused on cultural education.
In conclusion, the discrepancies identified stem from varying perspectives between teachers and students in the English Language Teaching (ELT) classroom While teachers recognized the significance of integrating cultural education, their emphasis often leaned towards target cultures and knowledge dissemination Conversely, many students lacked awareness of the value of cultural learning and exhibited limited English proficiency, resulting in unmet needs and insufficient promotion of intercultural competence.
Summary of the findings
The integration of culture and language is essential in English Language Teaching (ELT), making the promotion of intercultural competence a critical objective This study investigated the cultural content of the "Solutions Pre-intermediate Students’ Book," focusing on the attitudes of both students and teachers towards this content and identifying any discrepancies between their perspectives Utilizing both quantitative and qualitative research methods, data were collected from 180 students and 8 teachers through questionnaires and interviews The findings reveal significant insights into the perceptions of cultural content in the textbook, highlighting the importance of aligning educational materials with intercultural awareness.
Firstly, Solutions Pre-intermediate Students’ book is the textbook on target culture with the British and American culture dominantly presented
Many students initially lacked awareness of the connection between language and culture, yet they showed a keen interest in exploring both their own and global cultures, particularly those of Asia They were particularly impressed by their teachers' cultural teaching methods and expressed a desire for more interactive classroom activities to enhance their learning experience.
All teachers acknowledged the significant impact of culture in English Language Teaching (ELT) and emphasized the importance of incorporating cultural elements in the classroom They expressed a preference for teaching British and American culture, despite the availability of diverse options The cultural content in the textbooks was deemed varied, useful, and engaging To effectively teach this content, teachers agreed on a strategy that included exploring textbook knowledge, referencing Vietnamese culture, and supplementing with additional resources While they organized games and activities to enhance learning, time constraints often hindered their implementation The teachers identified two main challenges: limited time and students' inadequate English proficiency, and they felt that no changes to their cultural teaching practices were feasible in the current educational context.
The article highlights a significant mismatch between students' and teachers' attitudes towards the cultural content of textbooks While teachers recognize the intrinsic link between culture and language and express a desire to teach the target culture, many students reject this connection and show varying preferences for learning about culture Additionally, although students express a desire for more cultural activities in the classroom, teachers cite time constraints and students' limited English proficiency as barriers to implementing such changes This discrepancy underscores the differing perspectives held by teachers and students regarding cultural education.
Concluding remarks
The findings of the study reveal some important points
The cultural content in textbooks often shows an unbalanced representation, heavily favoring the culture of English-speaking countries while neglecting students' own cultures and other international perspectives, as noted by Cortazzi and Jin (1999) This bias is understandable, given that these textbooks are commercial products aimed at a global student audience Consequently, this lack of diverse cultural representation hinders the development of students' intercultural competence, a concept outlined by Byram (2002).
Students often lack awareness of the connection between language and culture, yet they recognize the significance of exploring cultures beyond English-speaking nations Notably, there is a positive attitude among them towards learning about Asian cultures.
A significant gap exists between teachers and students in their perceptions of cultural education, with many students recognizing the importance of learning about international cultures, whereas most teachers tend to focus solely on the target culture.
Finally, the new learning and teaching method being applied at the university did prevent the teachers from satisfying the students‟ need of more cultural activities organized in the class.
Implications and recommendations
The analysis of the cultural content in the "Solution Pre-intermediate Students’ Book," alongside insights from teacher interviews, reveals an overemphasis on British and American cultures This focus is problematic, especially in light of the ongoing discourse surrounding World Englishes, which asserts that English is no longer the exclusive domain of native speakers As most English communication occurs without native involvement, there is a pressing need to incorporate international cultures into language education Furthermore, intercultural competence is now as crucial as linguistic skills, necessitating that learners not only engage with diverse cultures but also reflect on their own national identities Therefore, university authorities should prioritize the selection of more globally representative textbooks, while educators must adopt a more critical perspective on these cultural issues.
The student questionnaire indicates that many students are unaware of the strong connection between culture and language, often overlooking the importance of cultural learning in English Language Teaching (ELT) It is crucial to address and transform these negative attitudes promptly Teachers who maintain a positive outlook on cultural education should highlight the significance of culture in foreign language acquisition to assist students in grasping this concept and altering their misconceptions.
The discrepancies between students' and teachers' attitudes highlight the need for recommendations in educational practices Many students expressed a strong interest in learning about various intercultural cultures, indicating specific countries they wish to explore Teachers, who primarily focus on target cultures, should recognize this demand and consider how to address it Additionally, students desire more interactive activities, such as games, in the classroom; however, teachers cite time constraints, particularly due to the implementation of new teaching methods at the university Therefore, it is essential for university authorities to investigate the effectiveness of these new methods, incorporating feedback from both teachers and students.
Limitations of the study and suggestions for further research
Although the study may succeed in offering a deep insight about the evaluation of the textbook by providing teachers‟ and learners‟ voice, it has some limitations and needs further considerations:
Intercultural competence, as defined by Byram (2002), encompasses four key components: attitudes, knowledge, skills, and values, all integral to an individual's social identity While the study primarily emphasizes the significance of attitudes in English Language Teaching (ELT), it overlooks the other essential components, making it challenging to determine whether intercultural competence is effectively fostered among students Additionally, attitudes can be variable and subject to change over time, which limits the long-term applicability of the study's findings.
The second limitation of this study concerns external validity, as the analysis of the cultural content in the Solution Pre-intermediate Student’s Book and the attitudes of students and teachers in levels 3 and 4 may not fully represent the teaching of culture at Haiphong Private University Since this course book is just one of several used at the institution, similar analyses should be conducted on other textbooks in the future It is anticipated that these findings will provide university authorities with a comprehensive understanding of the global textbooks utilized in classrooms, ultimately enhancing the quality of culture learning and teaching by incorporating feedback from both learners and educators.
The checklist by Cortazzi and Jin is just one of many tools available for analyzing the cultural content of textbooks To enhance its effectiveness, it should be revised to incorporate additional classifications proposed by other scholars, creating a more comprehensive framework for analysis.
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Unit Title Theme Cultural content items
Personal identity (appearance, personalities and hobbies)
Teenager leisure in the UK
Do goodies wear hoodies (fashion of teenagers in the UK)
Sports Popular sports and famous sportsmen and sportswomen of the UK and USA
Football match between Arsenal and Dynamo Moscow
The famous boat race in London
Quizzes of 3 famous players from Holland, the
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-Listening: A radio programme about life in north Wales
Monowi population: 1 (a town in the US)
4 In the light Films Famous film series in the UK; famous actor and director in Hollywood
British spy (the history of the series James Bond film)
Against the odds (a successful Czech-born film director in Hollywood)
5 Gifts Shopping Gift-giving custom in the UK; stories of famous gifted architecture in the USA and Poland
Queen of the castle (about
Taking liberties (about the statue of liberty in the
From Russia with love (about the Warsaw skyline in Poland)
TIEU LUAN MOI download : skknchat@gmail.com y habit of using mobile phone;
The joy of txt (about the British‟s habit of sending messages)
Listen to British teenagers talking about how they use a mobile phone
What are the big ideas?
(about nanotechnolo gy in the US)
Famous festivals in the UK, USA; customs, superstitions and unusual festivals in other countries
Reading text (in review part): the Notting Hill Carnival
Greeting gestures in different countries
Listen to people talking about customs in their country
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Complete the facts about customs around the world
The traditions they tried to ban (about unusual festivals in Thailand, China and Spain)
Global issues in some countries in the world
Global issues in some different countries
Famous British detective; famous prison in the USA
(about a famous detective Sherlock Holmes)
Crime doesn‟t pay (about a bank robbery in the US)
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Publication Famous British writers; famous paper in the USA
-Listening task: listen to the interviews with three teenagers about three famous plays of William Shakespeare
Writing fantasy (about a famous teenager writer in the UK – Christopher Paolini)
York Times (a famous paper in the US)
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Appendix 2– Survey questionnaire for students (English version)
This survey aims to gather information for research on the attitudes of teachers and students regarding the cultural content in international commercial textbooks used by non-English majors at Haiphong Private University Your participation in answering the questions is greatly valued, and please note that this is not a test, meaning there are no correct or incorrect answers.
Please provide your honest answers, as this is crucial for the success of the investigation Your participation is greatly appreciated, and you can remain anonymous Thank you for your assistance.
Please fill in the information:
Your age: ………… Your major:………… Your English class level:
SECTION 1 Attitudes toward culture in learning English as a foreign language
Q1) Do you think English and culture have a close relationship?
Tick on the box next to your choice
Q2) How important is culture in learning English as a foreign language?
Place an “X” on one of the five positions
Q3) Do you like learning about cultures in an English class?
Tick on the box next to your choice
If you choose Yes, go on with question 4 If you choose No, skip question 4 and move to section 2
Q4) Whose culture do you like learning about in an English class?
Tick on the box next to your choice or express your ideas in the blanks You can choose more than 1 option
The target culture of English-speaking countries (Britain, America, Australia …)
The source culture: Vietnamese Other cultures of non-English speaking countries
Please briefly explain your choice:
SECTION 2 Attitudes towards cultural content in the book Solutions Pre- Intermediate
In this section, please answer the questions by giving marks from 1 to 5 next to each question
1 = not at all 2 = not really 3 = so-so 4=quite a lot 5 = very much
Q5) _ How much useful is the cultural content in the book in general?
Q6) _ How much various is the cultural content in the book?
Q7) How do you like each item of the cultural content in the book?
_ Personal identity (unit 1) _ Sports (unit 2)
_ Rural and urban life (unit 3) _ Films (unit 4)
_Technology (unit 6) _Different cultures and customs (unit 7) _Global issue (unit 8)
_Crime and criminal (unit 9) _Publication (unit 10
SECTION 3 Attitudes about the teaching of cultural content in the book Solutions Pre
Q9) How does you teacher teach the cultural content in the book?
Tick on the box next to your choice or express your ideas in the blanks You can choose more than 1 option
He/ she presents cultural knowledge within the book
He/ she provides further cultural knowledge outside the book
He/ she makes reference to Vietnamese cultures
He/ she makes students evaluate the culture content to develop critical thinking
He/ she organizes activities to learn about cultures (please specify some kinds of activities)
When reflecting on the teaching of cultural content in the book, many students express appreciation for their teacher's engaging approach and ability to make the material relatable However, some students also suggest areas for improvement, indicating a desire for more interactive activities or diverse perspectives to enhance their understanding of the cultural themes presented.
THANK YOU FOR YOUR COOPERATION
Appendix 3– Questionnaire survey for students (Vietnamese version)
PHIẾU KHẢO SÁT CHO SINH VIÊN
Phiếu khảo sát này nhằm thu thập dữ liệu cho nghiên cứu về thái độ của giáo viên và sinh viên đối với nội dung văn hóa trong giáo trình quốc tế dành cho sinh viên không chuyên Anh tại trường Đại học Dân Lập Hải Phòng Sự hợp tác của bạn rất quan trọng, và đây không phải là bài kiểm tra, vì vậy không có câu trả lời đúng hay sai Bạn không cần ghi tên vào phiếu khảo sát, xin hãy trả lời một cách chân thật để đảm bảo sự thành công của nghiên cứu Cảm ơn bạn đã giúp đỡ.
Trước tiên hãy điền vào các thông tin cá nhân dưới đây:
Tuổi:……… Chuyên ngành:……… Cấp độ lớp tiếng
PHẦN 1Thái độ đối với vấn đề văn hóa trong việc học tiếng Anh
Q1) Bạn có nghĩ văn hóa và ngôn ngữ có mối quan hệ gần gũi không? Điền dấu “√”vào lựa chọn của bạn
Văn hóa đóng vai trò quan trọng trong việc học tiếng Anh, ảnh hưởng đến cách tiếp cận và hiểu biết ngôn ngữ Nó giúp người học nắm bắt ngữ cảnh, phong tục tập quán và cách diễn đạt của người bản ngữ Việc hiểu văn hóa không chỉ nâng cao khả năng giao tiếp mà còn tạo ra sự kết nối sâu sắc hơn với ngôn ngữ Học tiếng Anh hiệu quả không thể tách rời khỏi việc khám phá và tiếp thu các giá trị văn hóa liên quan Do đó, văn hóa nên được xem là một yếu tố thiết yếu trong quá trình học tập.
Không quan trọng _; _; _; _; _;Quan trọng
Q3) Bạn có thích học về văn hóa trong lớp học tiếng Anh không? Điền dấu “√”vào lựa chọn của bạn
Nếu bạn chọn Có, tiếp tục câu số 4 Nếu bạn chọn Không và Bình thường, bỏ qua câu số 4 và sang phần 2
Trong quá trình học ngoại ngữ tiếng Anh, bạn có thể lựa chọn nghiên cứu về văn hóa của nhiều quốc gia khác nhau Hãy đánh dấu “√” vào các lựa chọn mà bạn quan tâm hoặc ghi ý kiến của mình vào chỗ trống Việc tìm hiểu văn hóa sẽ giúp bạn nâng cao khả năng ngôn ngữ và hiểu biết về thế giới.
Văn hóa đích (văn hóa các nước nói tiếng Anh là tiếng mẹ đẻ như Anh, Mỹ, Úc…) Văn hóa nguồn: văn hóa Việt Nam
Các nền văn hóa khác của các nước không nói tiếng Anh là tiếng mẹ đẻ Hãy giải thích ngắn gọn lựa chọn của bạn:
PHẦN 2Thái độ đối với nội dung văn hóa trong sách Solutions Pre-Intermediate
Trong phần này, làm ơn trả lời câu hỏi bằng cách ghi số điểm từ 1 đến 5 bên cạnh mỗi câu hỏi
1 = không chút nào 2 = không nhiều lắm 3 = bình thường 4 = tương đối nhiều
5 = rất nhiều Q5) _ Nội dung văn hóa trong sách có hữu ích không?
Q6) _ Nội dung văn hóa trong sách có đa dạng không?
Q7) _ Nội dung văn hóa trong sách có thú vị không?
Q8) Bạn thích nội dung văn hóa cụ thể nào?
_ Ngoại hình và tính cách (bài 1)
_ Thể thao (bài 2) _ Cuộc sống nông thôn và thành thị (bài
3) _ Điện ảnh (bài 4) _ Quà và thói quen mua sắm (bài 5)
_ Công nghệ (bài 6) _ Văn hóa và phong tục các nước (bài 7) _ Các vấn đề toàn cầu (bài 8)
_ Báo chí và văn chương (bài 10)
PHẦN 3Thái độ về việc giảng dạy nội dung văn hóa trong sách Solution Pre- Intermediate
Giáo viên của bạn truyền đạt nội dung văn hóa trong sách bằng cách nào? Hãy đánh dấu “√” vào các lựa chọn phù hợp hoặc ghi ý kiến của bạn vào chỗ trống Bạn có thể chọn nhiều phương án khác nhau.
Thầy/ cô trình bày những kiến thức văn hóa trong sách Thầy/ cô cung cấp những kiến thức văn hóa ngoài sách
Thầy/ cô liên hệ những kiến thức văn hóa trong sách với văn hóa Việt Nam
Thầy/ cô yêu cầu sinh viên đánh giá nội dung văn hóa nhằm phát triển tư duy phê phán
Thầy/cô tổ chức nhiều hoạt động học về văn hóa như tổ chức buổi thuyết trình, hội thảo, và các trò chơi dân gian để giúp học sinh hiểu rõ hơn về văn hóa Ngoài ra, các hình thức học tập khác như tham quan thực tế, làm dự án nhóm và sử dụng công nghệ cũng được áp dụng Điều tôi thích nhất về cách giảng dạy nội dung văn hóa của thầy/cô là sự sáng tạo và sự tương tác tích cực giữa thầy/cô và học sinh Tuy nhiên, tôi mong muốn có thêm nhiều hoạt động thực hành hơn để học sinh có thể trải nghiệm văn hóa một cách sâu sắc hơn.
CẢM ƠN SỰ HỢP TÁC CỦA BẠN
Appendix 4 – Interview plot level 3 (English version)
Level of the class in charge of: _3 _
The purpose of the study is to investigate the attitudes of students and teachers towards the cultural content of the textbook Solutions Pre-intermediate
1 What do you think about the relationship between language and culture?
2 How important is culture in teaching English as a foreign language?
3 Do you like teaching cultures in your class?
4 Whose cultures do you like teaching about: target cultures (British, American, Australian…), source culture (Vietnamese) or other cultures of those who English as their second or foreign language?
5 What do you think about the cultural content in the book Solutions Pre-intermediate in terms of: a Variety b Usefulness
6 What do you think about each item of the cultural content in the book? a Personal identity (unit 1) b Sports (unit 2) c Rural and urban life (unit 3) d Films (unit 4) e Gifts and shopping (unit 5)
7 How do you teach the cultural content in the book?
8 Is there anything you would like to change in your teaching of cultural content in the book?
Appendix 5 – Interview plot level 3 (Vietnamese version)
Ngày phỏng vấn: Địa điểm phỏng vấn:
Thông tin về người được phỏng vấn
Tuổi: Đang dạy tiếng Anh cấp độ: _3 _
Mục đích của nghiên cứu
Nghiên cứu này nhằm khám phá thái độ của giáo viên và sinh viên về nội dung văn hóa có trong giáo trình Solutions Pre-intermediate Mục tiêu chính là đánh giá sự quan tâm và nhận thức của hai đối tượng này đối với yếu tố văn hóa trong quá trình học tập Kết quả nghiên cứu sẽ cung cấp cái nhìn sâu sắc về tầm quan trọng của văn hóa trong giáo dục ngôn ngữ.
1 Anh/chị nghĩ gì về mối quan hệ giữa ngôn ngữ và văn hóa?
2 Theo anh chị văn hóa của các quốc gia nói tiếng Anh có tầm quan trọng như thế nào trong việc giảng dạy tiếng Anh?
3 Anh/chị có thích dạy văn hóa trong lớp học của mình không ?
4 Anh/chị thích giảng dạy về văn hóa của quốc gia nào: văn hóa đích (Mỹ, Anh, Úc…), văn hóa nguồn (Việt Nam), hay văn hóa của các quốc gia khác nói tiếng Anh như ngôn ngữ hai hoặc ngoại ngữ?
5 Anh/ chị nghĩ gì về nội dung văn hóa trong sách Solutions Pre-intermediate về mặt: b Tính da dạng b Tính hữu ích d e f Tính thú vị