Integrating american cultural studies into teaching english to the grade 11 students at tran phu gifted high school an initial investigation

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ TUYẾT MAI INTEGRATING AMERICAN CULTURAL STUDIES INTO TEACHING ENGLISH TO THE GRADE 11 STUDENTS AT TRAN PHU GIFTED HIGH SCHOOL: AN INITIAL INVESTIGATION Bước đầu nghiên cứu việc tích hợp dạy kiến thức văn hoá Mỹ việc dạy tiếng Anh cho học sinh khối 11 Trường THPT chuyên Trần Phú, Hải Phòng M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60.14.10 HANOI –2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ TUYẾT MAI INTEGRATING AMERICAN CULTURAL STUDIES INTO TEACHING ENGLISH TO THE GRADE 11 STUDENTS AT TRAN PHU GIFTED HIGH SCHOOL: AN INITIAL INVESTIGATION Bước đầu nghiên cứu việc tích hợp dạy kiến thức văn hoá Mỹ việc dạy tiếng Anh cho học sinh khối 11 Trường THPT chuyên Trần Phú, Hải Phòng M.A MINOR THESIS Field: English Language Teaching Methodology Code: 60.14.10 Supervisor: VŨ THỊ THU THỦY, M.A HANOI – 2012 TABLE OF CONTENTS DECLARATION …………………………………………………………… ……….i ACKNOWLEDGEMENTS …………………………………………….…………….ii ABSTRACT ………………………………………………………………………….iii TABLE OF CONTENTS …………………………………………………………….iv LIST OF TABLES ……………………………………………………………… …vii LIST OF FIGURES ……………………………………………………… …….…viii PART I: INTRODUCTION…………………………………………………………………….1 Rationale of the study………………………………………………………… Aims of the study…………………………………………………………….…3 Research questions…………………………………………………………… Scope of the study…………………………………………… ……………… Significance of the study…………………………………………………….…4 Method of the study………………………………………………………….…4 Design of the study…………………………………………………………… PART II: DEVELOPMENT ……………………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………………………….….6 Language and Culture 1.1 What is language …….……………………………………….… …………….6 1.2 What is Cultural studies? ………………………,,,…………………………….6 1.3 Cultural studies in language teaching ……………… ………………….…….8 What are the main goals for teaching American cultural studies? …………………9 What are the principles for teaching American culture studies? ………………… 10 What are the most common approaches to the teaching of American Cultural studies? …………………………………………………………………………… …11 iv What are some techniques and activities for teaching American Cultural studies? ……………………………………………………………………………… 12 Evaluating materials for teaching American Cultural studie…………………… 14 CHAPTER 2: RESEARCH METHODOLOGY……………….……………… …16 2.1 Overview of the current situation of teaching and learning American Cultural studies at Tran Phu Gifted High School …………………………………….……….16 2.2 Methodology 2.2.1 Sample ………… ……………………………………….……………17 2.2.2 Data collection instruments ……………………………………… 19 2.2.2.1 Survey questionnaire ……………………………………………….19 2.2.2.2 Classroom observation ….……………….……………………… 21 2.2.2.3 Interview …………………………………………………………… 21 2.2.3 Data collection procedure…………………………………………….22 2.2.4 Data analysis procedure……………………………………………….22 2.3 Conclusion ………………………………………………………………… 23 CHAPTER 3: DATA ANALYSIS AND DISCUSSION …………………………24 3.1 Findings from questionnaires for the teachers ……………… … …… 24 3.1.1 The teachers‟ perceptions on the definition of American Cultural studies ……………………………… …………… …….…24 3.1.2 The teachers‟ perceptions on the importance of teaching American cultural studies in the classroom ………………………….24 3.1.3 Frequency of teaching the culture-related issues ………………… 25 v 3.1.4 The teachers‟ way of teaching American Cultural studies in the classroom …………………………………………………………… 25 3.1.5 The teachers‟ choice of topics for American Cultural studies in the classroom ………………………………………………………………26 3.1.6 The teachers‟ choice of materials of teaching American Cultural studies in the classroom ……………………………………………………… 27 3.1.7 The teachers‟ opinions about difficulties in teaching American Cultural studies in the classroom ……………………………………………….29 3.2 Findings from questionnaires for the students ………………………………31 3.2.1 The students‟ perception of the importance of learning American Cultural studies in the classroom ………………………………… …31 3.2.2 The students‟ opinions of the ways of teaching American Cultural studies in the classroom …………………………………………… 31 3.2.3 The students‟ choice of topics for American Cultural studies in the classroom …………………………………………………………… 33 3.2.4 The students‟ ways of gaining American Cultural studies knowledge …………………………………………………………… ………….35 3.3 Findings from class observations ……………………… …………………36 3.4 Findings from the interview ……………………………………………… 37 3.5 Discussion of the findings ………………………………………………… 38 3.6 Conclusion ………………………………………………………………… 40 PART III: CONCLUSION ………………………………… ……………………41 Summary of the study …………… …………….…………………………….41 vi Pedagogical implications ……………………… …………………………….41 Limitations of the study ……………………………………………………….43 Suggestions for further study………………………………………………….44 Conclusion…………………………………………………………………… 45 REFERENCES ……………………………………………………… ………… 45 APPENDICES……………………………………………………………………… I Appendix 1: Survey questionnaire for the teachers ………………………………I Appendix 2: Survey questionnaire for the students ………………………………V Appendix 3: Interview Questions ……………………………………………… VIII Appendix 4: Suggested lesson plan …………………………………………… IX vii LIST OF TABLES Table 1: Characteristics of the teachers Table 2: Difference between the teachers‟ and students‟ opinions about the ways of teaching American Cultural studies in the classroom Table 3: Difference between the teachers‟ and students‟ scores for topics of teaching American Cultural studies in the classroom LIST OF FIGURES Figure 1: The teachers‟ scores for the ways of teaching Americans studies in the classroom Figure 2: The teachers‟ scores for the topics of teaching American Cultural studies in the classroom Figure 3: The teachers‟ scores for materials for teaching American Cultural studies in the classroom Figure 4: Difficulties in teaching American Cultural studies in the classroom Figure 5: The students‟ score for the ways of teaching American Cultural studies in the classroom Figure 6: The students‟ score for the topics of teaching American Cultural studies in the classroom viii PART I: INTRODUCTION Rationale of the study It cannot be denied that English has nowadays become a common means of communication of human being all over the world Perceiving that trend of the global integration, Vietnam has been more and more active to train active and dynamic Vietnamese, who can use English fluently for communicative purposes That is the reason why in 2002, the Ministry of Education and Training (MOET) has set out new aims for English language teaching for secondary education as well as introduced new series of English textbooks from grade to grade 12 The new English textbooks for high school students are divided into two sets: the advanced and the standard Each unit in the new English textbooks consists of five parts: Reading, Speaking, Listening, Writing and Language Focus, among which the Language Focus sections are to consolidate students‟ pronunciation and grammar They are claimed to adopt the latest teaching and learning approaches: communicative approach and learner-centered approach and aim at developing both language skills and language knowledge for students Since their nation-wide implementation in the school year 2006-2007, a great number of researchers have been carried out to evaluate these new textbooks as well as to find out how these textbooks are actually implemented or the difficulties that teachers and students at high schools have to face when teaching and learning with the new textbooks Most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students However, there is still one more indispensable aspect which tends to be depreciated It is culture that turns out to be the fifth skill in language learning and tacked on to the Food Youth life National symbols and stereotypes Rules of behavior Patterns of politeness Non-verbal communication Other (please specify) What sources you use for teaching culture Please tick the ones you use school textbooks newspapers cultural studies (e.g British studies) textbooks literature folklore videotapes recordings the Internet IV realia (maps, brochures, tickets etc.) other: please specify ……………………………………………………… ……………………………………………………………………………… ……………………… In your opinion the textbooks you use offer enough material for discussing culture-related issues? Yes, quite a lot Enough To some extent No 10 Which are the anticipated difficulties in teaching American Cultural studies in the classroom? lack of time large class students‟ low level of English proficiency lack of students‟ interest in learning American Cultural studies lack of teaching materials American Cultural studies issues not included in the exam content other: ……………………………………………………………………… V Appendix 2: SURVEY QUESTIONNAIRE FOR THE STUDENTS Dear Student, My name is Mai and I am doing research in cultural studies in English language teaching for my master thesis Part of the research also includes finding out how high school students think about integrating American Cultural studies into teaching English in the classroom I would appreciate if you found time to give your opinion of the teaching of culture Thank you for your cooperation Please answer the following question about learning culture Do you think learning culture is important while learning English? Yes, very important Yes, important Not important Don‟t know Should culture be taught in English classes or on a separate course? In English classes On a separate course Both Which of the following would be most useful for understanding and learning about the other culture? Please rate from to for each selection 1-least useful, 5- most useful  lectures on certain topics  discussions on cultural differences and similarities  watching videos VI  listening to songs  listening to radio programmes  reading and discussing newspaper articles  talking about current events  reading authentic texts (short stories, poems)  role plays  drama  doing projects  other: please specify ………………………………………………………… What aspects of culture would you be more interested to learn about? Please rate from to for each selection 1-least interesting, 5- most interesting  geography  history  customs and festivals  literature and art  music  government and political institutions  law and order  education  family life  food  youth life  national symbols and stereotypes  rules of behaviour  patterns of politeness VII  non-verbal communication  other: please specify ………………………………………………………… ……………………………………………………………………………… I have acquired most knowledge about the United States: from my English classes from American Cultural studies classes from the media from elsewhere Please specify …………………………….…………………………………… I would like to know more about the USA and other English speaking countries Yes No If the answer was Yes would you like to learn more about American Cultural studies in your English classes Yes No Appendix 3: Interview Questions  Interview questions for the teachers What you think about integrating American Cultural studies into teaching English in the classroom? In the classroom, you often discuss American Cultural studies issues? What you suggest to improve the teaching and learning of American Cultural studies in the classroom? VIII ppendix 4: SAMPLE OF EXTRA TASK TO INTEGRATING AMERICAN CULTURAL STUDIES INTO TEACHING ENGLISH TO THE GRADE 11 STUDENTS A LESSON PLAN UNIT 8: CELEBRATIONS A Reading I Objectives: By the end of the lesson Ss will be able to:  Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context  Use the information they have read to discuss the topic II Matereals: Textbook, handouts III Anticipated problems: Ss may need help with the discussion task, so T should be ready to help them IV Procedure: Stage/Time Before you read (10’) IX While you read (7’) X Sugare Agraria Pray: t Excitem Task Instruction the statemen T asks Ss to answers wit   T gives th (7’) Task Instruction the book  T asks Ss to work individually to this task, then pair work discuss the answer with their friends XI  T calls on some Ss to write down their answers on the board and ask them to explain their choices  T gives the correct answers: th It sometimes between 19 January and 20 February th Tet’s preparations and celebrations used to be spread over months (8’) Extra exercise (13’) ADAPTATION: To save some time for the extra task, T: XII  skips the warm-up part  lets After-you-read part be done by the students at home This part is treated as the homework and also the content of oral test of the next lesson B HANDOUT XIII Holidays and Special dates in the U.S.A Fill in the blank with the missing date / title of the holidays in the USA New Year’s Easter Jan Mar./Apr Valentine’s Day Feb 14 President’s Day 3rd Mon in Feb April Fool’s Day Apr Mother’s Day Labor Day 2nd Sun in May Mon Sep Halloween Veteran’s Day Thanksgiving Day XIV Christmas Oct 31 Nov 11 4th Thu in Nov Dec 25 Holidays and Special dates in the U.S.A Fill in the blank with the missing date / title of the holidays in the USA April Fool’s Day New Year’s Feb 14 3rd Mon in Feb Mar./Apr Memorial Day Father’s Day Labor Day 2nd Sun in May Last Mon in May 3rd Sun in Jun XV Jul Halloween Christmas Veteran’s Day Nov 11 4t Thu in Nov h XVI ... how the teachers and the students at Tran Phu Gifted high school actually teach and learn American cultural studies in the classroom Regarding the teaching of American cultural studies, there... of American cultural studies in the classrooms and the difficulties faced by the teachers and the students To start with, the findings showed that the teachers and the students at Tran Phu Gifted. .. classroom at Tran Phu Gifted High School In order to achieve the aim, the study seeks to find out: (1) The teachers‟ and students? ?? perceptions on the importance of American cultural studies teaching and