Professional Documents
Culture Documents
Introduction
A culture is the way people of any community see the world around them
their way of thinking, behaving and reacting to the world and to other
people. Culture also shows the life style in the target community. Culture and
teaching language cannot be separated, thus culture must be taught while
important aspect of culture of each nation and these two aspects - language
and culture - can never be separated. A proper understanding of a language is
impossible without a full awareness of the cultural context in which it is used. Since language
and culture are closely interrelated to one another, English learners encounter some difficulties
when they tend to learn English as a foreign language. From 1930s, the anthropological
linguistic works of Hall (1976), Sapir (1949), and Whorf (1956) urged
linguistics to recognize the fact that language was not simply a system of
signs to be coded and decoded on paper, but it was a system concluded from
cultural
values
and
norms.
Language
is
used
for
expressing
and
communicating human needs, wants and desires which vary from person to
person, from community to community. For L2 students, language study seems senseless
if they know nothing about the people who speak the target language or the country in which the
target language is spoken. According to Bada (2000, p. 101), the need for cultural literacy in ELT
arises mainly from the fact that most language learners, not exposed to cultural elements of the
on
developing
the learners
reading
comprehension
and
the meaning of words is not possible unless one knows at least about 95% of the neighboring
words. Many authors have discussed the importance of context (Nation, 2001). They claim that
speakers cannot assign any meaning to words in isolation. From their views, meaning emerges
from the connection between words in context. When reading a story with a familiar
theme, especially one from the native culture, L2 readers might more easily
activate the appropriate background concepts and hence more efficiently
process the text. Not only is it important for the learner to have the
background knowledge to read more efficiently and understand the meaning
of words appropriately, but that knowledge also needs to be activated.
Culture and language learning involve a dynamic relationship between the
situation and the actors in which cultural context, prior experience, and other
factors come into play (Street, 1993). Many English teachers ask a question: Is it really
important to teach British, American or English speaking countries culture? Does it really help
students understand the language better?
questions. They believed that culture and language are interrelated and language is used as the
main medium through which culture is expressed. They pointed out that culture is not only
present in the classroom setting but also in the language that is being taught (p. 18). They also
agreed that bringing cultural studies of English speaking countries closer to students will help
them to better understand the language, its background and usage (ibid.). Linguistic
competence alone is not enough for learners of a language to be competent
in that language (Krasner, 1999).
Culture is often neglected in EFL and ESL learning/ teaching. But changes in
linguistic and learning theory suggest that culture should be highlighted as an
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important element in language classrooms. Ideas originating in sociolinguistic
theory and schema learning theory forced experts to try to find a link between
culture and language learning. Sociolinguistic theory focuses on the social and
cultural aspects of language. In a sociolinguistic perspective, competence in
language classes is determined not only by the ability to use language with
accurate grammar, but also to use language appropriate to particular contexts.
Thus, successful language learners should know the culture that underlies the
language. Schema theorists also propose culture as key to language learning.
Schema theorists think about the concept of culture from the cognitive point
of view whereas sociolinguists think about it from a social point of view. In
addition to these two theories, cultivation theory also provides a rationale for
addressing culture in a foreign language classroom. According to cultivation
theory, culture effects changes in individual perception and is vital for
expanding an individuals perspective of the world. From this point of view,
learning about culture changes a person from a nave individual into one
who understands the ways in which he is shaped by cultural forces.
When the main aim of foreign language teaching is to develop students ability
to communicate effectively and appropriately in various situations, the teaching of
culture should facilitate intercultural communication and understanding. Valeete
(as cited in Stern, 1992, p. 213) summarizes the goals of culture teaching in
five categories:
about
differences
in
the
way
of
life
and
an
10
community;
Command of etiquette, i.e., polite behavior;
Understanding daily life, including unfamiliar conventions;
Understanding the cultural values, requiring the interpretation of
11
those which are based on comparing learners own and the other culture (the
comparative approach).
In addition to the above-discussed approaches, there are a number of
approaches that are centered on various aspects of a given culture or
concentrate
on
developing
certain
skills
in
learners.
The
following
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According to Rivers (1981), a very useful way of teaching culture is through textbooks and
readings which provide learners with the knowledge about the foreign culture. Short stories,
poems, scenes from plays, and articles from leading newspapers and magazines have been
treated as wonderful contents for classroom instruction that they all can be adapted in a course
book.
Research question
To achieve the research objectives outlined above, the following research
questions should be considered:
1. Is there any relationship between EFL learners ability to comprehend
reading texts and their cultural knowledge taught in their language class?
13
Method
Participants
The study had two separate groups of participants: (1) pilot studys
participants by whom the researcher could check the reliability and validity
of the culture proficiency test, and (2) real studys participants. The
participants of the pilot study were twenty upper-intermediate students who
were studying English as a foreign language in Sabzevar Shokouh Institute.
About eighty undergraduate EFL learners, male and female, educating at
Hakim Sabzevari University and Samen Tarbiat Moallem center of Mashhad,
aging between twenty to twenty four years old, were the first participants of
the real study from whom the researcher selected 65 according their TOEFL
scores 30 participants from Sabzevar University and 35 participants from
14
Samen Center. Then the researcher randomly selected each group as the
experimental group (Sabzevar University) and control group (Samen center).
Materials
The researcher used two TOEFL tests for this study. Firstly, a TOEFL test
(2001) was selected as a concurrent test to check the validity of the culture
proficiency test. Since the culture proficiency test (pre-test/ post-test) has
been constructed from two reading passages and some questions on
vocabulary knowledge, the researcher only selected the reading section of
this TOEFL test including 45 questions. Secondly, a sample test of TOEFL
(2007) was given to find out whether the participants were homogeneous or
not. This TOEFL test consisted of only these two sections: structure and
written section (20 questions) and vocabulary and reading comprehension
section (including 20 vocabulary questions and two reading passages, each
with 20 questions).
The researcher constructed a cultural proficiency test including 50
questions used as the pre- and post-test for this study. Four reading passages
about Christmas, Halloween, Thanksgiving Day, and English-American daily
behaviors and customs were also given to the participants of both the control
and experimental groups.
Procedure
15
In the first phase of the study, all 80 participants completed the TOEFL
test. Among all 80 students, sixty-five participants were selected based on
their TOEFL test scores. (35 students from Samen Tarbiat Moallem Center
and 30 students from Hakim Sabzevari University were selected). In the
second phase of the study, the researcher took a pre-test for both the
participants of the control and experimental group. In the treatment phases
of the study, the students of the experimental group were guided and
informed about the American idioms, superstitions, their holiday customs,
and their daily behaviors. The researcher taught these topics for four
sessions, one session per a week, asking the participants to compare the
Iranians culture with the Americans, and finding some information about an
American cultural topic to discuss inside the class. Then the researcher gave
a post-test to the students of both the experimental and control group.
After gathering the data and in order to check the null hypotheses, the
subjects performances on the tests (pre- and post-test) were scored and the
researcher used t-test as a proper statistic formula to show the effect of
teaching culture (culture of English speaking countries) on vocabulary gain
and reading comprehension.
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Min
Max
SD
C1a
30
18.14
7.09
E1b
29
18.60
7.12
Note. SD = Standard deviation; M = Mean; C1 = Control group pre-test; E1 = Experimental group pretest.
a
n = 35. b n = 30.
Table 2.
Std. Error
17
difference
Pair 1 C1-E1
-0.457
difference
1.799
df
p (value)
0.257
63
0.798
Note. df = Degrees of freedom; C1= Control group pre-test; E1= Experimental group pre-test.
P < .05 is significant.
SD
C2.Ra
17
9.23
3.926
E2.Rb
19
9.80
4.213
C2.Va
16
9.77
3.843
E2.Vb
21
9.93
5.139
Note. SD = Standard deviation; M = Mean; C2.R = Control group post-test (reading section); E2.R= Experimental
group post-test (reading section). C2.V = Control group post-test (vocabulary section); E2.V = Experimental group
post-test (vocabulary section).
a
n = 35. b n = 30.
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However, the question of the current study is whether the improvement in the participants
reading comprehension performance of the experimental group in the post-test is a result of the
treatment or not. Thus, an independent t-test was employed and this time the post-tests of both
groups were compared to obtain statistically the evidence required to test the first null
hypothesis. The results appear in Table
Table 4.
T-test for Post-tests in the Experimental and Control Group (Reading Section)
Pair C2.R- E2.R
Mean
Std.Error
t
df
p (value)
difference
Equal Variances
2.410
0.880
2.738
63
0.008*
assumed
Note. df = Degrees of freedom;; C2.R = Control reading post-test; E2.R = Experimental reading post-test.
*p < .05 is significant.
The mean score of the experimental group, which received the treatment for
utilizing cultural knowledge in reading comprehension, was significantly
higher than that of the control group, t (63) = 2.738, p = .008 as a whole.
That is, in spite of the fact that both the experimental and control groups had
similar levels of English proficiency, the participants who had instruction on
how to use target culture to read different texts drew more inferences than
those who only read them with no treatment.
Similar analysis was carried out on the scores of both groups to determine the usefulness of
teaching culture in the students breadth of vocabulary knowledge. To determine the
difference in control and experimental groups performance on vocabulary
knowledge, another t-test was carried out. The results are shown in Table 5.
Table 5.
T-test for Post-tests in the Experimental and Control Group (Vocabulary Section)
19
Pair C2.V E2.V
Equal
Variances
Mean
Std.Error Difference
2.243
0.954
df
2.351
63
p (value)
0.022*
assumed
Note. df = Degrees of freedom; C2.R = Control vocabulary post-test; E2.R = Experimental vocabulary post-test.
*p <.05 is significant.
The above table reveals that the experimental group performed significantly better than the
control group, pointing to the fact that the using cultural points and activities as a new concept of
English teaching process for EFL learners resulted in improved performance of the learners
vocabulary ability, t (63) = 2.351, p = .022 < .05. That is, the experimental group outperformed
the control participants after using these cultural subjects for teaching process.
Conclusion
The purpose of this study was to investigate the effectiveness of culture
instruction on the vocabulary knowledge and reading skill of Iranian EFL
learners. In doing so, the learners were given opportunity to learn about
culture in their language class. The results of the research suggested that
the better performance of the learners in the experimental group indicated
the effectiveness of culture teaching. These findings also confirmed that
there was a meaningful relationship between teaching culture and L2
readers comprehension of texts unlike what was mentioned in the first null
hypothesis of the study. The more cultural knowledge the teachers use and
teach in L2 classes, the better the short stories, novels, and reading texts are
comprehended by foreign language learners. In the ideal foreign language
classroom the teaching of culture should be an integral and systematic
component.
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Developing a culture-based approach for teaching will be dependent upon many factors such as
teachers cultural knowledge, natural setting for teaching or classroom setting, the attitudes of
learners towards foreign language, and also implementing a completely culture-based
curriculum. These factors have an impact on the success and failure of culture teaching in
language classrooms. For example, Damen (1997, p. 5) indicates that teachers as cultural guides
and their correct cultural knowledge plays the most important role in language classes.
Textbooks also can serve as one of the decisive factors in culture learning. Wandel (2003)
suggested that textbooks should contain materials allowing and provoking diverging opinions
and discussions on cultural issues.
The findings of this study verified the importance of teaching culture as an effective way to
achieve a good reading comprehension and to have vocabulary breadth of knowledge. Once
cultural competence is recognized as important as linguistic competence, appropriate attention
could be allocated to the teaching of culture to students learning a second or foreign language.
Overall, the main findings of this study are consistent with the suggestions from previous
research that there is a positive relationship between students knowledge of target words and
their reading comprehension (e.g. Carrell, 1987; Chastain, 1988; Johnson, 1981; and Al-Issa,
2006).
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References
Al-Issa, A. (2006). Schema theory and L2 reading comprehension: Implication
for teaching. Journal of College Teaching and Learning, 3(7), 41-47.
Bada, E., & Genc, B. (2000). Culture in language learning and teaching. The
Reading Matrix, 5(1), 73-84.
Bernhardt, E. B. (1991). Reading development in a second language:
Theoretical, emprical, and classroom perspectives. Norwood, NJ: Ablex
Publishing Corporation.
Brown, H. D. (1986). Learning a second culture. In J. M. Valdes (Ed.), Culture
bound (pp. 33-48). New York, NY: Cambridge University Press.
Byram, M. (Ed.) (1994). Culture and language learning in higher education.
Clevedon: Multilingual Matters.
Byram, M., & Morgan, C. (1994). Teaching-and-learning language-andculture. Clevedon: Multilingual Matters.
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23
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October
5,
2011,
from
http://www.krex.k-
state.edu/dspace/bitstream/2097/1033/pdf.
Moran, P. R. (2001). Teaching culture perspectives in practice. Australia,
Boston: Heinle & Heinle.
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N.
(1993).
Teaching
culture:
Strategies
for
inter-cultural
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