Trang 1 MINISTRY OF EDUCATION AND TRAININGHO CHI MINH CITY UNIVERSITY OF TECHNOLOGY---THESIS PROPOSALMaster of Arts in English LanguageEFL STUDENTS’ BELIEFS AND CHALLENGES IN THELEARNING
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - THESIS PROPOSAL Master of Arts in English Language EFL STUDENTS’ BELIEFS AND CHALLENGES IN THE LEARNING OF CULTURE: A STUDY AT VINH LOC B HIGH SCHOOL Student’s name: HUỲNH MINH NGỌC Student’s code: 2241900014 Supervisor’s name: Dr TRẦN QUỐC THAO HO CHI MINH CITY, September 2023 SUPERVISOR’S COMMENTS … HCMC, … /……/2023 Supervisor’s Signature TABLE OF CONTENTS LIST OF ABREVIATIONS i LIST OF FIGURES ii 1 INTRODUCTION 1 1.1 Background to the study 1 1.2 Statement of the problem 3 1.3 Aims and objectives of the study 5 1.4 Research questions 5 1.5 Scope of the study 6 1.6 Significance of the study 6 1.7 Definition of Key Terms 7 1.8 Structure of the Thesis .8 2 LITERATURE REVIEW ……………………………………… ……… 10 2.1 Theoretical Background on Culture in EFL Learning .10 2.1.1 Definition of culture in the context of langugage learning …… 10 2.1.2 The Relationship between Language and Culture 10 2.2 The significance of cultural learning in EFL contexts .11 2.2.1 Intercultural Communication 11 2.2.2 Intercultural Competence 11 2.2.3 Intercultural Language Learning …………… ………,,,.…………….12 2.2.4 Principles of Intercultural Language Learning .12 2.3 EFL Students' Beliefs in Cultural Learning 12 2.3.1 Definitions and components of student beliefs 12 2.3.2 Importance of cultural beliefs in shaping learning outcomes 13 2.3.3 Various factors shaping these beliefs 13 2.4 Challenges in EFL Cultural Learning ………… …13 2.4.1 Overview of challenges faced by EFL students in cultual learning 13 2.4.2 Effects of these challenges on language proficiency and cultural competence 14 2.5 Studies on Cultural Learning at High School Level 14 2.5.1 The importance of cultural learning at high school level 14 2.5.2 Differences between high school students' cultural learning and other levels 15 2.6 Previous studies 15 2.7 Conceptual framework of the study………………………………………….…16 2.8 Summary………………………………… … …….… 17 3 METHODOLOGY 18 3.1 Research design 18 3.2 Research site 18 3.3 Sampling and Participants 19 3.4 Research instruments .19 3.5 Data analysis procedures .21 3.6 Validity and Reliability 21 4 WORKPLAN 23 5 LIST OF REFERENCES 24 LIST OF ABBREVIATIONS VLB Vinh Loc B EFL English as a Foreign Language ELF English as a Language Franca ELT English as a Language Teaching ESL English as a Second Language HCMC Ho Chi Minh City i LIST OF FIGURES Figure 1.1 the Conceptual Framework Diagram………………………………18 ii CHAPTER 1 INTRODUCTION 1.1 Background to the Study The interconnections of language and culture has been widely acknowledged in English as a Foreign Language (EFL) education (Kramsch, 1998) Learning a language involves not only mastering its linguistic structures but also understanding the cultural nuances embedded within it The integration of culture into language learning has gained increasing recognition due to the globalized nature of communication, where individuals from diverse linguistic and cultural backgrounds interact more frequently Byram (1997) Language serves as a medium through which culture is expressed and transmitted As a widely spoken international language, English plays a pivotal role in facilitating cross-cultural communication and understanding Acquiring English proficiency equips individuals with a tool to access information, participate in global conversations, and pursue educational and career opportunities in an interconnected world (Crystal, 2003) However, language is inseparable from the cultural context in which it operates As learners engage with English, they inherently engage with the cultural connotations, social norms, and communicative practices that shape its use (Kramsch, 1993) Therefore, EFL students' comprehension and appreciation of culture are integral to effective communication in English Intercultural Communicative Competence (ICC) is effectively navigating interactions with people from different cultural backgrounds In a globalized world, ICC promotes harmonious relationships and prevents misunderstandings between individuals with diverse perspectives (Byram, 1997) EFL education has recognized the significance of ICC, as it is about linguistic competence and fostering cultural sensitivity and adaptability EFL learners must understand 1 cultural differences, embrace diverse viewpoints, and apply this awareness in communication (Fantini, 2000) EFL students face unique challenges in developing ICC Often separated by geographical distances and limited exposure to native speakers and foreign cultures, EFL learners may rely heavily on classroom instruction to gain cultural insights This emphasizes the importance of identifying their beliefs and challenges in a learning culture, as these factors can significantly influence their ability to engage in intercultural interactions and language use effectively Vietnam, a country with a rich cultural heritage and a growing global presence, has recognized the significance of ICC in its educational landscape English language proficiency has become valuable for academic, economic, and social advancement As Vietnam continues to integrate into the global community, its citizens' ability to communicate effectively with people from diverse cultural backgrounds becomes paramount The Vietnamese education system strongly emphasizes English language education, and cultural competence is an essential aspect of this endeavor Integrating culture into English language teaching enhances students' linguistic abilities and equips them with the skills to interact confidently and respectfully in international contexts Understanding EFL students' beliefs and challenges related to culture in the Vietnamese context is crucial for tailoring practical pedagogical approaches that facilitate ICC development High schools play a central role in shaping students' language and cultural competencies within the Vietnamese EFL education landscape High school students are at a critical juncture in their academic journey, where foundational language skills are established, and attitudes toward culture and language learning are formed A comprehensive understanding of a Vietnamese high school's current teaching practices and cultural curriculum can shed light on the strategies and challenges associated with developing ICC 2 Despite recognizing the importance of cultural integration in EFL education, several challenges persist in the Vietnamese context, especially within the confines of Vinh Loc B high school in Ho Chi Minh City Limited exposure to authentic cultural materials, a teacher-centric approach, time constraints, and examination-focused learning are among the practical issues hindering cultural incorporation into language instruction Furthermore, EFL students may hold various beliefs, including stereotypes and biases, that impact their receptiveness to cultural learning Identifying these challenges and beliefs is essential for designing targeted interventions that promote effective cultural learning Overall, the interconnections of language and culture underscores the significance of understanding EFL students' beliefs and challenges in learning culture This chapter has explored the importance of learning English and culture, the role of ICC, the relevance of ICC in the context of Vietnam, the current state of cultural education in Vinh Loc B high school, challenges in learning cultures, and the unique issues faced by EFL students of Vinh Loc B high school in Ho Chi Minh City 1.2 Statement of the Problem In an increasingly globalized world, acquiring a second language is not limited to merely mastering grammar and vocabulary; it requires a deep understanding of the associated culture English as a Foreign Language (EFL) students not only grapple with the nuances of the English language, but they also confront a myriad of cultural elements that are integral to effective communication in English This entails embracing, resisting, or negotiating various cultural aspects within their local context and the broader English- speaking world (Kramsch, 1998) However, while it is widely acknowledged that language and culture are intertwined (Kramsch, 1998; Byram, 2008), understanding how EFL students perceive this relationship remains challenging Preliminary research has suggested that students harbor beliefs about the English language that cultural 3 elements can influence However, the extent and nature of these beliefs are yet to be systematically analyzed (Pajares, 1992) Furthermore, learners often face challenges integrating these cultural elements into their language-learning journey While some studies have delved into the linguistic challenges of EFL learners (Lightbown & Spada, 2013), only some have delved deeply into the cultural hurdles they face For instance, misunderstandings or misinterpretations of cultural references can be significant barriers for EFL students (Byram & Feng, 2004) There is a gap in the literature identifying the specific cultural challenges EFL students face and how these challenges are affected by their pre-existing beliefs about English-speaking cultures There are multifaceted challenges students face in the learning of culture, drawing insights from seminal works such as those by Alptekin (2002) and Byram (1997) Three primary categories of barriers emerge in the scholarly discourse: linguistic, cognitive, and socio-cultural Linguistic barriers consist of difficulties in decoding language components deeply rooted in particular cultures, including idioms and colloquialisms (Alptekin, 2002) Cognitive barriers are the obstacles students face in questioning or adapting their existing cultural paradigms, thus introducing complexities that hinder effective cultural learning (Byram, 1997) Socio-cultural barriers encapsulate conflicts between values and norms of the native and target cultures, which can be disruptive to the learning process (Byram, 1997; Alptekin, 2002) Focusing on the specific educational context of Vinh Loc B High School in Binh Chanh District, Ho Chi Minh City, students encounter a range of practical problems that echo the theoretical challenges outlined For instance, EFL students struggle with understanding English idiomatic expressions that don't translate well into their native language, leading to linguistic barriers Additionally, classroom discussions may reveal cognitive barriers, as students find it difficult to critically engage with foreign cultural perspectives due to their 4