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People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research


University of BATNA II
Department of English language and Literature

The Importance of Integrating Culture Based Activities to Enhance


Education Foreign Language Learners’ Cultural Awareness

Case of Third Year LMD Students of English at Batna II University

A Dissertation Submitted to the Department of English as Partial Fulfillment for the


Requirement of the Master’s Degree in Language and Culture Studies

Submited by Supervised by
Bensekhria Walida Mrs.Guettal Imane

Mimouni Ilhem

Mokhnachi Lamia

Board of Examiners
Chairwoman: Dr :Hellalet Souhila University of Batna II

Examiner : Mrs Bechka Hayat University of Batna II

Supervisor: Mrs .Guettal Imane University of Batna II

July 2019
Dedication

This work is dedicated to,

Our mother’s, the soul of our lifes , who taught us to beliefsin ourselves ,

Our sweet heart father’s, who gave us everything to make

Us a successful daughters that we are today,

Our beloved brother's and sister’s, for encouraging us

And all those who are forgotten by our pens' but always

Present in our hearts.

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Acknowledgements

First of all, Thanks to Allah for giving us the strength to finish our research.

We would like to express our sincere thanks and deep sense of indebtedness to
our supervisor, Mrs. GUETTAL IMANE for her constant and invaluable
support throughout the stages of the research, even if a written acknowledgement could never
sufficiently convey our gratitude to her. A billion thanks, Madam.

We would like to express our warm thanks and heartfelt gratitude to the members
of the jury; Dr.Hellalet Souhila and Mrs. Bechka Hayat for accepting our dissertation to
be read and evaluated

Special thanks go to all teachers as well as 3rd year students at the department of English,
University of MUSTAPHA BEN BOULAID -Batna, for their participation in this research.

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Abstract

English has been designated as a source of intercultural communication, in which culture


influences language and vice versa. Thus,Scholars tried to find the secret behind the
relationship between the two concepts and the importance of cultural awareness for both
teaching and learning English as a foreign language. This study is dedicated to figure out the
influence of culture based activities within the foreign language learning and their
importance in promoting learners cultural awarness . To confirm or refute the hypothesis
which claims that using culture based activities in EFL classes would help students to
develop their cultural awareness, two research tools were used. First, a semi- structured
questionnaire was administered to fifty three (53) third-year LMD students of English at
Batna 2 University, who were randomly selected. It aimed at surveying students’ awareness
about the role that culture based activities provide to improve their cultural awareness.
Second, an interview was conducted with four teachers who are teaching different subjects
at the same department for the sake of finding out their attitudes about the existing
relationship between language and culture in addition to the benefits of integrating culture
based activities in developing their learners cultural awareness .After analyzing the
obtained results, both students’ questionnaire and teachers interview indicated that culture
based activities would be a practical and a beneficial teaching technique in improving
students’ cultural awareness and the latter is so Important to be developed when learning a
foreign language. Thus, based on these results, the research hypothesis was confirmed .
Finally, some recommendations and pedagogical implications are suggested, in the light of
the findings reached, with a hope to be supportive in using this worthy technique in
classroom.

Keywords : Language, Culture, Cultural awareness, culture based activities

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List of Abbreviations

C A: Cultural Awareness

EFL : English as a Foreign Language.

FL: Foreign Language

LMD:Licence, Master,Doctorat

TC: Targuet Culture

C B A: culture based activities

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List of tables

Table 1.3.: students’ gender………………………………………………………………53

Table 2.3.: students’ age…………………………………………………………………53

Table 3.3.: students’ language level …………………………………………………..54

Table 4.3.: the important factors that help learners to improve their language learning …54

Table 5.3.: the relation between language and culture …………………………………55

Table 6.3.: students’ ideas about the target culture…………………………………….55

Table 7.3.: students’ attitudes change when learning a foreign culture ……………….55

Table 8.3.: the importance of learning a foreign culture to develop attitude toward T and N
culture………56

Table 9.3.: the effect of learning foreign culture to the students…………………………56

Table 10.3.: Students’ attitudes about culture as a motivating factor for learning………..57

Table 11.3.: basics for choosing activities to teach culture……………………………….58

Table 12.3.: way to introduce the culture related activities ………………………………58

Table 13.3.: the role of culture based activities in improving the learners cultural awareness .…..59

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Table of contents

Dedication……………………………………………………………………………….....3

Acknowledgment………………………………………………………………………….4

Abstract…………………………………………………………………………………. 5

List of Abbreviations…………………………………………………………………….… 6

List of Tables………………………………………………………………………………7

General Introduction
Introduction…………………………………………...................................................13

1 Statement of the Problem………………………………………………………………...14

2. Significance of the Study………………………………………………………………15

3. Aims of the Study………………………………………………………………………

4. Research Questions……………………………………………………………………..15

5. Research hypothesis……………………………………………………………...........15

6. Methodology……………………………………………………………………............16

6.1. Research Method…………………………………………………………………...16

6.2. Data Collection Tools…………………………………………………………….16

6.3.Population/Sample of the Study…………………………………………………17

7. Structure of the Study…………………………………………………………..17

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Chapter One: Teaching Culture through Culture Based Activities

Introduction………………………………………………………………………….20

1. Definition of Culture……………………………………………………………….21

2. History of Teaching Culture…………………………………………………….21

3. The Teaching Culture in Classroom …………………………………………22.

4. Language and Culture…………………………………………………………….24

4.1. The Relationship between Language and Culture……………………..24

4.2. Features and Characteristics of Culture………………………….25

4.2.1. Culture is Learned………………………………………………..25

4.2.2. Culture is Social…………………………………………………….25

4.2.3.

4.2.4. Culture is Shared………………………………………………….25

4.2.5. Culture is Transmitted……………………………………………25

4.2.6. Culture is Continuous…………………………………………..26

4.2.7. Culture is Accumulative……………………………………..26

4.2.7. Culture is Integrated……………………………………………..26

4.2.8. Culture is Changing……………………………………………..26

4.2.9. Culture varies from Society to Society………………26

4.2.10. Culture is Responsive………………………………………..26

4.2.11. Culture is Gratifying………………………………………..27

4.2.12. Culture is Linked with Society…………………………………………..27

5. Culture as a Fifth Language Skills……………..27

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6. The importance of integrating C B A in EFL………………………………………..27

7. Culture based activities in the language classroom…………………………………27

7.1. Awaken their inner child ………………………………………..27

7.2. Wean them off the (why) …………………………………..28

7.3. Make it a team effort ………………………………………..28

7.4. Stay on track ………………………………………………..28

8. EFL Methods and techniques to introduce the activities …………………………28

8.1. Communicative language teaching………..28

8.2. Belended learning…………………………………………29

8.3. Reading ………………………………………………….29

8.4. Online classroom …………………………………………29

Conclusion…………………………………………………………………………..30

Chapter Two: EFL Learners’ Cultural Awareness

Introduction……………………………………………………………33

1.What do we mean by ‘culture’ in the EFL classroom and why do we need it?..........34

2.What is Cultural Awareness? ..............................................34

3.Background of Cultural Awareness in EFL Learning………….35

4.The Development of Cultural Awareness in EFL Classes…..35

4.1.Facts Stereotypes and Short Comings……………36

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4.2.Shallow Understanding………………………………….36

4.3.In the Deep Understanding…………………………….36

4.4. Acculturation………………………………………………….37

5.The impact of cultural awareness and its importance in teaching


culture…………………………………………………..38

5.1.The Impact of the Cultural Awareness on Language


Learning…………………………………………………………………….41

5.2. The Impact of the Cultural Awareness on Listening….41

5.3. The impact of the Cultural Awareness on speaking……41

5.4. The Impact of the Cultural Awareness on Reading…….42

5.5. The Impact of the Cultural Awareness on Translation…42.

6.The Positive Impact of Online Education on Cultural


Awareness……………………………………………………….44.

7.Cultural Awareness as an Important Element in Teaching


Culture………………………………………………………………45

8.The Ways that Help Learners Improve their Cultural


Awareness…………………………………………………………..45

8.1. Learning from the Others…………………………..46

8.2. Understand History……………………………………46


8.3. Try to Visit Cultural Institutions…………………..46

9.How Students show their Cultural Awareness?..............46

9.1. Bridge the Culture Gap with Good Communication


Skills…………………………………………………………..46
9.2.Practice Good Manners………………………………46
9.3. Observe and Listen to Foreign Customers and
Colleagues…………………………………………………..47

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9.4. Pay Attention to Differences in Culture……………47

Conclusion………………………………………………………………..47

Chapter Three: Data Analysis and Findings


Introduction ….....................................................................................................................50

3.1. Students’ Questionnaire………………………………………………………………..

3.1.1. Population………………………………………………………………………50

3.1.2. Sample…………………………………………………………………………50

3.1.3. Aims of the Students’ Questionnaire……………………………………...…….51

3.1.4. Description of the Students’ Questionnaire……………………………………..51

3.1.5.Questionnaire Analysis ………………………………………………………....52

3.2. Teachers’ Interview......................................................................................................58

3.2.1. Description of the Interview…………………………………………………….59

3.2.2. Interview Analysis……………………………………………………………….59

3.3. Discussion of the Findings.........................................................................................62

3.3.1. Students’ Questionnaire.....................................................................................62

3.3.2. Teachers’ Interview..........................................................................................63

Conclusion.........................................................................................................63
General conclusion …………………………………………………………………64
Recommendations for teachers …………………………………………………… 65

Bibliography………………………...……………………………..……………............67
Appendices
Appendix1: Students’ questionnaire
Appendix2: Teachers’ interview
Abstract in French………………………………………………………………….69

Abstract in Arabic …………………………………………………………..70

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General introduction
Introduction

The importance of integrating culture in the foreign language have an important role to develop the
EFL learner’s abilities, and to be more proficient they should have some cultural activities which
give them more experience and to enhance the EFL learner’s cultural awareness.

If an EFL learners have unsatisfactory knowledge of the sociocultural dimension of the foreign
language; this cultural unawareness causes difficulties in their oral performance. Our study is
concerned with the analysis of three chapters: the first one is teaching language through culture
based activities which contain how language have a relation with culture and how it effect on the
EFL learners through cultural activities, the second chapter is the EFL learners cultural
awareness this chapters consider as the containment of the first one it explain us how the EFL
learners acquire the foreign language and how they have a cultural awareness through language
according to different cultures.the last chapter is Interpretation and Analysis of the Questionnaire's
and the Interview' results, we test 3rd year students with questionnaire and an interview to teachers.
we find results that show their different opinions through integrating culture based activities in EFL
classes.

In general; The present study of our research ensures the close relationship between culture and
language teaching. The data collected demonstrates that EFL learners would better orally perform if
they develop rich background information of the target language. Thus, our research aims were
achieved and our hypothesis was confirmed.

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1.Statement of the Problem:

In this era of technology, globalization and mass media, it is even more imperative for EFL
teachers to equip students with high level of intercultural communicative competence.
Making students aware of the important traits in the target culture helps them realize that there
are no such things as superior and inferior and there are differences among people of
distinctive cultures, as well. (Wang, 2008:4). Kramsch (1993) argues that a foreign culture
and one’s own culture should be placed together in order for learners to understand a foreign
culture baylon 2011).

For the EFL classes, learning culture is an opportunity that is given to the learners in order to
know more about the target language and make them able to use the appropriate target
language in the suitable social context. Teachers in different classrooms still ignore finding
ways to develop their learners cultural awareness .They always put emphasis on teaching the
language with its different aspects and no attention is paid to neither the target culture nor to
that awareness which helps in the learning process. In order to overcome this problem, we
should integrate culture with the language learning context and teachers should teach the EFL
learners through culture based activities to enhance their students’ cultural awareness, and to
help the students in raising their level of realization to differentiate between the language and
its culture and make reference to the mother culture.

2. Significance of the Study :


This study is intended to be informative so that teachers and students can benefit from its
outcomes. First, it attempts to encourage teachers and make them aware of the efficacy of using
culture based activities and enhance them to know how to use them appropriately. Second, it is
expected to provide insights into students’ perceptions towards the Importance of cultural
awareness when learning a foreign language. Therefore, students will be able to share their ideas,
cope with life challenges comfortably and in a relaxed manner without hesitation. It also supports
teachers to better understand the technique and incorporate those activities in their classroom.
3. The Research Questions

The questions that may guide this study are:

 What is the importance of culture in the foreign language learning and teaching?

 What do we mean by cultural awareness?

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 What kind of activities teachers use to develop their students ‘cultural awareness?

4. Hypothesis

We hypothesize that the integration of culture based activities helps EFL learners to develop
their cultural awareness.

5.Aims

Through the present study, we set ourselves the following objectives to attain:

- To show the importance of how we integrate culture to develop EFL teaching and learning.

-To identify the necessity of raising EFL learners ‘cultural awareness’ for a better learning of
culture.

- To explain the role of using culture based activities to enhance EFL learner’s cultural
awareness.

6.Methodology

6.1. Research Method:

This dissertation is about how to integrate culture based activities to enhance EFL learner’s
cultural awareness and its importance in classrooms, the method that we used in this research
is the descriptive method because it includes fact-findings of different kinds; the major
purpose of the descriptive research is the description of facts that exist in present.

6.2. Data Collection Tools :

This research study is based on using two data gathering tools .A questionnaire to 53 students of 3rd
year classes in the department of English and an interview to 4 teachers in the same department at
the University Batna2. The main aim of using these two research tools is to check within the
learners and teachers stand points about the importance of integrating culture based activities to
develop the process of learning a foreign language as well as the learners cultural awareness. The

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questionnaire and the interview are very necessary means of data collection, which are regarded as
being more appropriate to this type of research that will lead in the validity and the reliability of the
findings of our research study.

6.3. Population/Sample :
The sample of this study was restricted to third -year students of English, and
Teachers at the Department of English at Batna 2 University. Due to the shortage of time of the
current study, and the large number of third year Students, this research is restricted to a particular
number of students. We have decided to select only ninety one students which represent the fifth,
but we received only 53 copies of questionnaire since the administration of the latter was online.
They have been chosen as participants since they are more experienced in the context of learning
the language in general and learning culture in particular.
Moreover, four teachers of different subjects have been chosen in order to figure out to what extent
the integration of culture related activities is an important technique in enhancing students’ cultural
awareness.

7. Structure of the study:


The present study is composed of two main parts: theoretical and practical with a
Total number of three chapters. The theoretical part which overviews the related literature
Consists of two chapters. In the first one, we provided general definitions of culture, besides
Factors to differ between language and culture .how to teach culture in an EFL context and what
activities should be incorporated to develop the learner’s cultural awareness. Within this paradigm,
a detailed description to the various Activities related to culture which should be used to develop
the learners cultural awareness. The second one, it addresses the major issues related to EFL
learners cultural awareness. It gives some definitions, besides, the significance of cultural
awareness.
In the practical part, we end up our research with the third chapter, which describes the
methodology used and the findings of the practical part. In methodology, we
Provide an overview of research instruments description, data analysis, and results. In
Particular, it comprises students’ questionnaires and teachers’ interviews, description of the
Process, results of the questionnaire as well as research findings and the analysis of
Students’ questionnaires and teachers’ interview. Finally, we provide conclusion at the end
Of the chapter, general conclusion, several recommendations for teachers and students, and

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Suggestions for further studies.

Activities developed foe integrating culture into language teaching, different scholars write and
activities developed foe integrating culture into language teaching, different scholars write and
group them according to different principles, approaches, STERN (1992:223-232); HUGES
(1994:167-168); CHASTAIN (1988:308-315); a multicultural society is best served by a culturally
responsive curriculum. Schools that acknowledge the diversity of their student population
understand the importance of promoting cultural awareness. Teachers who are interested in
fostering a cultural awareness in their classroom should actively demonstrate to their students that
they genuinely care about their cultural, emotional, and intellectual needs. To this end, there

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Teaching Culture through Culture
Based Activities

CHAPTER ONE

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Introduction

Culture is the most important factor to learn or teach a foreign language and we cannot deny
that culture is style of living and way to understand other's believe . The importance of
intergrating the cultural élément in EFL classroom, as it encourage students’ learning, and
open their mind to great opportunities

This current study aims as discussing the importance of teaching culture in EFL classroom. In
this chapter the research started, First ; the definition of culture and the way of teaching
culture in classroom. After that, the relationship between language and culture, as well as, the
history of teaching culture till the inclusion of culture as a fifth skill. Then the features and
characteristics of culture .later, the culture based activities language in classroom. Will be
discussed.

Therefore.this part prescents the research design and methodology,it also deals with the
necessary information, specifically a questionnaire with students and an interview with
teachers

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1. Definition of Culture ;

The word “culture” derives from a French term which in turn derives from the Latin (colere)
which means to tend to the earth and grow, or cultivation and nurture.

The definition of culture itself has been a much debated issue among scholars along the
centuries, we do not intend to enter into details regarding the history and alteration of
definitions ,instead,we present the definition which seems to encompass all the elements that
may be part of this concept ;it states that culture is :the integrated pattern of human
knowledge, belief and behaviour, culture thus defined consists of language, ideas
,beliefs,customstaboos,codes institutions, tools ,techniques work of art. (KOVÁCS 2017).

Culture is the characteristics and knowledge of a particular group of people encompassing


language, religion, cuisine social habits, music, arts.(Zimmermann 2017).

people rarely distinguish between the terms culture and society, but the terms have slightly
different meanings, and the distinction is important to a sociologist. A society describes a
group of people who share a community and a culture. By “community,” sociologists refer to
a definable region—as small as a neighborhood (Brooklyn, or “the east side of town”), as
large as a country (Ethiopia, the United States, or Nepal), or somewhere in between (in the
United States, this might include someone who identifies with Southern or Midwestern
society). To clarify, a culture represents the beliefs and practices of a group, while society
represents the people who share those beliefs and practices. Neither society nor culture could
exist without the other. In this chapter, we examine the relationship between culture and
society in greater detail and pay special attention to the elements and forces that shape culture,
including diversity and cultural changes. A final discussion touches on the different
theoretical perspectives from which sociologists research culture.

2. History of Teaching culture :

There is general agreement that culture should be taught in a language course, but just what
this means is unclear .the scientists propose a concept of totality quite unlike the idea of
perfection entertained by humanistic scholars.(Nelson 1968).

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The main goal of teaching foreign language the culture of that foreign people and to explore
the presence of culture in the foreign language to made it easy to understand and learn .

Language and culture are interconnected so that they complement each other.Sun describe
language as a primary vehicle by which a culture emanates its beliefs,values and norms
(371)similarly, language is influenced by culture (if there is no culture, language will be like
water without a source or a tree without roots) (Sun371).

3.The Teaching Culture in Classroom :

By the 2010s, Byram's (1997) intercultural communicative competence (ICC) constitutes the
dominant view of how scholars define the content of ELT culture teaching (Álvarez, 2014;
Baker, 2012; Bonilla, 2012; J. Hall, 2012, Sybing, 2011). Still, scholars in this set continue to
refine their conceptualizations of what culture teaching should look like under an intercultural
orientation. For example, Liddicoat and Scarino (2013) propose the intercultural
perspective which places the focus on the language learner as both producer and interpreter of
meaning in intercultural situations. Additional framing concepts bring pedagogical attention
to intercultural education as a self-consciously inclusionary practice. These include critical
cosmopolitanism (Holliday, 2011) and intercultural awareness (Baker, 2012). Scholars, like
J. Hall (2012) acknowledge that although there are multiple conceptual models, there is little
empirical evidence that they are effective, a criticism raised previously during the 2000s.

Other scholars in this set examine intercultural education as expressed in language policy
documents. Liddicoat (2013), for example, demonstrates how policy texts reflect ideological
understandings of the intercultural individual and thus project particular kinds of intercultural
relationships for language teaching practice. In particular, Liddicoat's (2013) analysis shows
how language-in-education policy can contribute to maintaining hegemonic conditions
between groups in the particular intercultural identities that a policy affords—the privileged
versus the marginalized (p. 216). Speaking as to the context of language-in-education policy
in Colombia, Macías (2010) and Fandiño (2014) advocate for a re-alignment of national
language education policy (i.e., Colombia Bilingüe) to reflect ELF and post-method
perspectives as a corrective to the hegemonic positioning of BANA cultural models encoded
in the current policy documents.

Goals for culture teaching in the 2010s literature set follow along at least two pathways. First,
ICC as a learning objective tasks teachers with developing language learners who are able to

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mediate roles between cultural groups (Fandiño, 2014) in situations which are not pre-
determined. As J. Hall (2012) puts it, teachers are to lead students in “pursuit of action in
social worlds” (p. 48) but what those social worlds look like outside of the classroom emerges
in context-specific ways. A second pathway is critical pedagogy. That is, ICC is also about
helping students to take up action in their current and future social worlds in the interest of
social equity and justice (Álvarez, 2014; Bonilla, 2012; J. Hall, 2012).

Scholars in the 2010s data set suggest a number of classroom techniques and activities that are
consistent with the complex image of culture that has emerged. Experiential learning makes
an appearance in the form of pragmatic ethnography, study abroad, exploring local culture,
face-to-face intercultural talks, and project-based learning (Baker, 2012; Fandiño, 2014; J.
Hall, 2012). Álvarez (2014) notes the successful use of social media platforms to bring
language students together across geographical boundaries for meaningful intercultural
exchange. Other more traditional classroom tasks include reflective class discussions, critical
examination of authentic and textbook materials, exploration of media texts, class visits by
cultural informants, and extending textbook dialogues (Gómez, 2015; McConachy&Hata,
2013). Kramsch (2015, p. 414) encourages language teachers to move from the “safety of
stereotypes” to “the riskiness of diversity” and to emphasize with students the symbolic
power of discourse.

Scholars in this set communicate concerns with the practical implementation of culture
teaching in language classrooms. Scholars point to the inadequacy of language textbooks for
culture teaching (Álvarez, 2014; Castañeda, 2012; Gómez, 2015; McConachy&Hata, 2013;
Yuen, 2011). For example, Yuen (2011) shows how textbooks do not reflect an EIL
perspective in the context of English language teaching in Hong Kong. In an analysis of three
textbooks widely used in Colombian universities, Gómez (2015) determined that the content
was limited to surface interpretations of culture and were thus not suitable for advancing
student intercultural competence. As a corrective, Gómez directs language teachers to use the
textbook materials as a launching point for critical examinations of deep culture in terms of
“difference, power, ideology, identity, and even resistance” (p. 177). Other scholars identify
an unfortunate disconnect between what scholars say about culture and what teachers are (not)
doing with that information (Álvarez, 2014; Bonilla, 2012; Izadpanan, 2011; Kramsch, 2015;
Olaya& Gómez, 2013). For example, Álvarez (2014), in a review of the literature, concludes
that the rapid move from the “culture-centered approach to the intercultural approach” (p.
234) in the context of Colombia may have helped engender teacher misconceptions of

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interculturality. Also in the same review, Álvarez (2014) brings attention to the issue of
teacher education programs that do not sufficiently prepare language teachers for culture
teaching according to intercultural models.

4.Language and culture :

4.1. The Relationship Between language and culture :

Language and the cultural background of its users are evidently and cannot be separated there
is a fundamental association between language and the cultures of their speakers .

One's language reflects his cultural background and its considered as a part of his culture.

Brown 1994 points the relationship between the tow :(a language is a part of a culture and a
culture is part of language, the two are intricately interwoven so that one cannot separate the
two without losing the significance of either language or culture (cited in Jiang 2000,p328)

He believes that culture and language are deeply related and that they complete each other
.((Redaour 2016).

4.2. Features & Characteristics of Culture :

4.2.1. Culture is learned :

Culture is not unborn, but it’s acquired by the human from the association of other group of
people or generation and is learned by the time and is not inherited from parents.

4.2.2. Culture is social :

Culture is not an individual phenomena, but it’s common with society and shared by group of
people that developed qualities of human being in a social environment ,to find interact with
other groups of people.

4.2.3. Culture is shared :

Culture is not individual process can passes,but it shared with people and generation of people
such as, traditions ,values,beliefs are shared with all social situation and make the people keep
closerto each other.

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4.2.4. Culture is transmitted :

Culture is transmitted from one generation to the next and from one social to another, and is
not transmitted through genes but through language which passes cultural traits from one
generation to the next generation .

4.2.5. Culture is continuous :

Culture is continuous process, which is followed and continuous from one generation to the
next and from one group of people to another like a stream, “Culture is the memory of human
race.”

4.2.6. Culture is accumulative :

Culture is not a matter of month or a year. It is the continuous process and adding new
cultural traits. Many cultural traits are borrowed from out side and these absorbed in that
culture which adopt it, as culture is accumulative and combines the suitable cultural traits.
(Umar 2011).

4.2.7. Culture is integrated :

Culture is aspects are inter-connected with each other,and it can notseparated from each other
cause of the development of culture in integration of its various parts.

4.2.8. Culture is changing :

Culture is not static but it’s changing and developing by the time and the conditions of the
environment, with different speeds from society to society, from generation to the next.

4.2.9. Culture varies from One Society to Another :

Each group of people has its culture and type of behavior with other which every culture is
unique itself with a specific way in tradition and values but it’s not similar to other society,
“Every society has its own culture and ways of behaving. It is not uniform everywhere but
occurs differently in various societies. Every culture is unique in itself is a specific society.

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For example, values, customs, traditions, ideologies, religion, belief, practices are not similar
but different in every society. However the ways of eating, drinking, speaking, greeting,
dressing etc. are differs from one social situation to another in the same time”.( Umar 2011).

4.2.10. Culture is responsive :

Culture is responsive to our different conditions of life and helps you to deal with all changing
that happened in our lifestyle, it linked with the physical world and with all dangers such as ,
natural calamities, storms….. .

4.2.11. Culture is gratifying :

Gratifying is all what define human beings satisfy their need to keep a life easy by the
necessary conditions like, food, clothing, and desires are status ,money, sex,fame….etc ,all
the examples which are fulfilled according to cultural ways.

4.2.12. Linked with society :

Last but not the least, culture and society are linked they complete each other, which there is
no society without culture if we say that these turn two are twin sister. The society is group of
people that developed qualities of human beings by its culture.

5. Culture as a fifth language skills :

The culture in the teaching process is the key to is refers to the ability to interact accurately,
clearly, effectively, coherently and appropriately with other (Spitzberg 1988).in this respect
sampler at al (1981 p24)suggest that :culture and communication are inseparable because
culture not only dictates who talks to whom ,about what, and how the communication
proceeds ,it also helps to determine how people encode messages, the meanings they have for
message may or may not be sent .

6. The importance of integrating C B A in EFL :

The importance of the competency based approach is helping the Lerner’s to acquire a
communicative competence, it focuses on outcomes of learning and shows what learners
going to do or what they are expected to learn about the CBA is a functional approach to

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education that insist to involve the life skills, that used in educational field to develop the skill
of think and to act in real situations of life. It's emphasis to make the learner use his
knowledge while doing tasks at school and classroom.

7. Culture based activities in the language classroom :

In any level of college, students are different from each other by experience and mentality,
they need strategies that find the point of common between each other, the most common
based activities language classroom are:

7.1. Awaken their Inner child:

Adults are kids too, they can learn by games and fun tools to encourage them and to get
positive result to learn and understand the new language, they know what they want .some
encouragement does not means they are children because they learning the new language for a
specific goal and aim.

7.2. Wean them off the (why):

In some situations the teacher explained the lesson and by the end one of the student raise his
hand and ask question :(why) , the teacher does not need to answer this question by
( because) or (it's doesn't matter) because simply the adults are constantly comparing a new
language grammar to their own language, the good answer of this question is by reminding
students to be patient, the only way to help students is to have them use a newly taught part of
speech before fully understanding.

7.3. Make it a team effort:

Adults are generally more aware to help each other and they have ability to understand the
idea of team work of classroom they encourage each other to success, ex; the students
compare the answer with partners before going over them as a class.

7.4. Stay on track:

The students always need time up to take a rest or to do homework’s and to get hours for
sleep, are helped to developing their skills even they are not in classroom, by exchanging
ideas of what they learned in class ,and to involve the new foreign culture in his real life.

26
8. EFL Methods and techniques to introduce the activities :

There are many techniques and methods to teaching English as a foreign language we
mentioned four techniques are :

8.1. Communicative language teaching:

Communicative language teaching is interaction between means and the ultimate goal of
learning a language, for developing skills of speaking, writing, listening and reading.

8.2. Blended learning:-

Blended learning is a combination of face-to-face teaching and online interactions (also


known as computer assisted language learning).the teachers can blend courses with activities,
games, listening exercises all this support classroom, self-study.

8.3. Reading:-

teaching English as a foreign language that uses literature aimed at students to rising the
foreign culture of language ,and the technique teaching of reading is different from student to
other is aloud to them to understand basic rules with process of reading .and they simply
model fluency and comprehension and are also support the periodic paraphrasing and
extension, to develop strategies both of vocabulary and concept of the text and to understand
the meaning of the text.

8.4. Online classroom:

Online classroom can enroll student in online classes that are accredited by organizations.

Examples of the activities:

There are many activities to teach foreign language such as,

Drama activities ,Group work ,Listening assignment , Check and correct, Call and response
circle ,Check and correct ,Story book assignment ,Interview and speed conversations
,Storytelling ,Guess who ?.

27
Conclusion

This chapter provided a clear view about the use of foreign language in EFL classroom
with involvement of culture as a basic element, all what have been presented in this chapter
can be summarized as follows, language and culture are two different concept that
complete each other and cannot be separated . Several definitions of different researchers
have been reviewed , the relationship between culture and language has been discussed
by a number of researchers point of view. Introducing culture related activities is one
among the alternatives found to teach culture in EFL classroom as the latter proved to have
a significant role in promoting the learners learning in general and raising their cultural
awareness in particular .

28
EFL learner’s Cultural Awareness

Chapter Two

29
Introduction

The objective of EFL learner’s is the use of the target language fluently in the different
contexts .To develop the foreign language proficiency, it should involve
grammar,vocabulary,pronounciation,in addition to that we should involve some activities to
enhance EFL learners cultural awareness, also the learners should have some socio-cultural
elements like:beliefs,values, customs,taboo,idioms … etc. which help the speaker to know
what to say. The present study is concerned with the analysis of the cultural awareness and
how it developed by the EFL learner’s; it aims to discover the steps that should be adopted by
the learners to develop their cultural awareness.

30
1.What do we mean by ‘culture’ in the EFL classroom and why do we need it?

Successful communication requires proficiency on multiple levels – grammar, phonology,


lexis and culture. The latter is a fundamental factor if we communicate on an international
level. Culture is a complex term that can be defined from various perspectives. It can be
accessed through five different views – the communicative view, the classical curriculum
view, the instrumental or culture-free-language view, the deconstructionist view, and the
competence view. In the communicative era, a combination of these five views is frequent.
The first three views pay little attention to cultural context concerning its contribution to
successful language learning. The last two views treat language and culture as a unity, with
one being essential to the full understanding of the other (Holme 18). In other words, they
cling to the idea of language being affected and shaped by culture.

2.What is cultural awareness?

This point is considered as an important way in acquiring the foreign language because
cultural awareness become central point when you interact with the others of different
countries, in other words C A is the foundation of communication it involves the ability of
becoming aware of our native values and beliefs

Tomlinson &Masuhara (2004, p.3) argue that “cultural awareness involves a gradually
developing inner sense of the equality of cultures, an increased understanding of your own
and other people’s cultures, and a positive interest in how cultures both connect and differ”

Culture is a part of language that enhances the learners awareness from the
inseparability, culture helps to understand the point of how we see the world? And why we
react in this way? These questions are answered from the knowledge of language and its
culture. The learners have to be aware of culture as a set of shared beliefs and values, and to
be also knowledgeable about the others’ culturally induced behavior and values, thus the

31
knowledge of the others culture has to be more awareness of cultural influences in
intercultural communication.

(As an Italian it is almost automatic to perceive US Americans as people who always work,
talk about business over lunch and drink their coffee running in the street instead of enjoying
it in a bar. What does it mean? Italians are lazy and American hyperactive? No, it means that
the meaning that people give to certain activities, like having lunch or dinner could be
different according to certain cultures. In Italy, where relationships are highly valued, lunch,
dinner or the simple pauses for coffee have a social connotation: people get together to talk
and relax, and to get to know each other better. In the USA, where time is money, lunches can
be part of closing a deal where people discuss the outcomes and sign a contract over coffee.)”
by Stephanie Quappe and Giovanna Cantatore”

3.Back ground of cultural awareness in EFL learning :

Speaking English language effectively not only using grammar, it concerned the learners to
understand the culture in which is spoken. Nuans’ definition shows that culture is norms and
rules that govern the personal behavior between groups of individuals (XU YUNIAN, central
south university)

TVARES and CAVALCANTI (1996) shows that the language that consist pure information
cannot lead the learners to a critical think of the content of the target language, they tried to
use cultural content in their EFL classrooms in BRAZIL (XU YUNIAN , central south
university).

(Mao 2009) after the examination of these factors that he did on teaching culture in EFL
classrooms, for him to be good in understanding English language and to ensure a successful
cross-cultural communication in society; it should be teach culture beyond English language (
developing cultural awareness) ,so how the students develop their C A ?

4.The development of cultural awareness for EFL classes :

The culture of learning and language learning is a strong relationship in most communication
curricula. Teaching English as a foreign language is very important, but less important to
teaching its culture. Studying the language without studying the culture of its speakers is a
strenuous endeavor. Good education requires not only the teaching of language, but the
teaching of language as such. Moreover, language proficiency is not enough to learn a second

32
language and is not sufficient to be truly qualified for that language. Foreign language
learners need to understand the target culture; they need to know how to address people, apply
for and show agreement and express feelings and feelings, to name a few.

There are different degrees and levels of development of awareness of cultural learning
among foreign language learners. Hanafi (1976) says that the cultural awareness of learners
has been developed through four main levels:

4.1. Facts, stereotypes and shortcomings :

Learners begin to learn a foreign language, their information about the target culture is
composed of facts, stereotypes and shortcomings. Students may have certain concepts about a
particular culture. For example: American women enjoy sexual freedom, live in luxury, and
are rich. The learner at this level is interested in having stereotypes of the target culture.

4.2. Shallow understanding :

This is the second level of cultural awareness development. At this stage, learners are thought
to be exposed to different aspects beyond their level of understanding. However, learners at
this stage of the learning process can be shallow understanding of some cultural aspects.

4.3. in the deep understanding :

At this level, learners begin to show a high degree of understanding of the target culture. They
go beyond the second level and begin to understand, appreciate, and accept the aspects of the
target culture after all.

4.4. Acculturation :

Schumann (1978) refers to this level as "real acculturation". At this level, foreign language
learners see a slight difference between their culture and the target culture. Moreover, they
feel a sense of belonging to the target culture; they may embrace another religion, and

33
celebrate the festivities felt by foreigners. The level of wealth is not reached by all learners.
There are learners who prefer to stick to their culture and identify themselves within their
culture.

To develop cultural awareness in classrooms in English as a foreign language, it should be


borne in mind that the mother tongue is learned along with methods and attitudes Social
group, these attitudes and attitudes find expression through social Collection. Learning to
understand a foreign culture should help other students Language to use words and
expressions with skill and originality more; Understanding the language levels and their
appropriate position; to work normally With people of other culture, with recognition and
acceptance of their different Feedback, and to help other language speakers feel at home when
students Special culture.

While most learners already find positive benefits in living across cultures learning
experiences, however, there are a certain number of people experience Psychological blocks
and other inhibitory effects of the second culture. Teachers can help students transform this
experience into a growing cultural experience Self-awareness. Learners can feel isolated
Learn foreign language, alienation of people in their home culture, and target culture, and
themselves. In teaching foreign language we need to be sensitive to the fragility of students
using technologies that promote culture understanding.

Using role play in English as a foreign language classes can help students overcome cultures
"Fatigue" and promotes the process of intercultural dialogues while in at the same time it
offers opportunities for oral communication. Many others techniques - articles, films,
simulation, games, cultural representations, culture capsules and culturgrams can be used for
the language teacher to help them in the process of acculturation in the classroom (Chastain:
1988).

In addition to these techniques, teachers can play a therapeutic role in helping Learners to
move through the stages of acculturation. If learners are assisted in this Process by sensitive
teachers and perception, they can probably more smoothly; the second stage goes on to the
third stage of learning and culture

Thus increasing their chances of success in both the second language learning and the culture
of learning. While teaching culture through language Selley (see Rivers, 1982: 323-4) teaches
that students must be able to demonstrate that they have gained some understandings and

34
capabilities, understand that people behave the way they do because they are Use Also
community options.

5.The Impact of Cultural Awareness and its importance in Teaching Culture :

The impact of cultural awareness on the teaching of foreign languages has been the focus
of many researchers (Allwood, 1990: Kramsch, 2000; Genc and Bada, 2005; Turkan and
elelik, 2007; Neff and Rucynski, 2013). They focus

On the role of culture in facilitating the learning of a foreign language. They assert that learners
cannot be qualified in, they cannot learn a foreign language effectively if they do not have an
awareness of their culture.

They add that culture is an essential element in the learning process. It plays an important role
in motivating learners to do so learn foreign language. Text designers do not focus on
techniques and methods of teaching culture foreign language in the curriculum, but its focus
on subjects and subjects, which are based on linguistic and grammatical aspects instead.
McGroarty and Galvan (1985) agree with this trend, and they state that the main objective Of
curriculum designers and textbooks is how to choose materials related to language skills the
ingredients. Language is not taught regardless of its social context because the text of the
curriculum is inconsistent if it is I out of context or if the teacher does not create context.
Widdowson (1978: 29) walks along with this trend by citing the following example:

a: This is the phone.

B: I'm in the bathroom.

OK.

This dialogue does not explain the context, but if the authors and the addressee share the same
thing Knowledge they are husband and wife in their home, so the response B to question A is
negative with the assumption Context. Accordingly, foreign language teachers must focus on

35
cultural aspects and social norms Community when teaching foreign languages and building
language and cultural competence as well the process of learning foreign language
communicative. Hyde (1994) insists that language and culture play a role an important one in
facilitating the learning of foreign language. He adds that learning the language conveys
cultural aspects.

It is difficult to separate the two in any real sense. Hişmanoğlu (2005: 54) states that "many
authentic samples of Language is included in the real life context (such as travel schedules,
city plans, advertisements, magazine articles, etc.) within recently developed subjects.

Thus, in the context of the classroom, learners are exposed to real-life language samples such
as settings. "Gay (2002: 106) notes that "culture encompasses many things, some of which are
more important for teachers to know

From others because they have direct effects on teaching and learning. Among these ethnic
cultural groups Values, traditions, communication, learning methods, contributions and
relational patterns. "Mutawa and Kilani;

1994, Tanasulas; 2001 focuses, among other things, on building cultural competence when
teaching foreign languages. They Foreign language learning includes many components.
Some are language proficiency and Hymes (1964) emphasizes cultural competence consisting
of knowledge of conventions, customs, beliefs, and so forth.

The importance of integrating language with culture. This will provide effective information
about how cultures are Work and how to develop the pragmatic competence of foreign
language learners.

Effective techniques in teaching foreign languages include more than building language
proficiency.They also include building cultural competence and understanding foreign
language culture to avoid failure Telecommunications. Atamna (2008) emphasizes that
culture and language are interrelated, so teaching a foreign language requires it teaching their
culture. Martinez-Gibson (1998) points out that cultural differences lead to misunderstanding,
frustration, and commit social defects. Tavares and Cavalcante (1996) emphasize cultural
activities

Which English language teachers can use in the classroom. They state different activities that
are useful in teaching foreign languages. One of them about wedding in the UK, which was

36
carried out using the relevant wedding paper and video in the UK. Activities are carried out as
follows:

Preview and watch video and watch post (discussion and comparison). CA has demonstrated
its primary role in mastering the language of learners achievement and effectiveness of
communication performance abroad language. Many researchers have, therefore, tried to
provide some culture teaching models that make cultural competence central .An element or
goal to achieve this part deals with one of these Models.

Michael Birm's model was described in his book "Mediating" Languages and Cultures (1991).
This model contains four parts or components; two of the cultural nature and the other two
relate to the language, this is a comprehensive model is the result of belief in tangled.The
relationship between language and culture is not possible; Teaching language and culture
separately but language and culture in (Perm and Morgan, 1994). Perm (1991, p. 18) claims
this language is not merely a reflection of an objective cultural reality, but is an integral part
of this reality through which other parts are formed explanation. Thus, the teaching of a
foreign language means, indirectly,

Teaching her culture at the same time. His model uses two main methods: the use of the
native language of learners as compared to .Local and foreign cultural aspects, teaching the
language as a subject and a means of experience.

California is essential in teaching foreign language especially in Development of intercultural


competence and language Efficiency; Basic educational objectives of foreign languages.
Developing countries; Positive attitudes towards the target culture by comparing the
differences between the original culture and the target culture stimulate learners' ability to do;
so Use the language efficiently in the work of communicating with foreigners.

Cultural awareness considered as an important point to acquire foreign language effectively,


every topic in classrooms need introduction that helps the students to raise their level and to
be more interest about the culture. Self-awareness considered as a first step for learners which
encourage them to compare their N C to the T C. Frank adds that “classroom discussions
based on these considerations can foster an atmosphere that encourages EFL students to think
about their own culture and make connections across cultures while studying English”(brdaric
Helena)

5.1.The Impact of the Target CULTURAL AWARENESS on language learning :

37
In order to understand the significance of cultural awareness, one needs to know how can we
benefit from that influence. The target culture affects all the components of language learning
and teaching which are vocabulary, listening, speaking, reading, and translating.

5.2.The Impact of the Target Cultural awareness on Vocabulary :

Language emerges first as words, and each word has several meanings. In addition, the
explanation of vocabulary differs from one country to another. Take animals as an example. In
Algeria, the owl, denoting an animal, often associates with “bad luck, death and trouble”. So
that, Algerian people have fear if they see an owl thinking that something bad will happen, as
they avoid to wear something with an owl picture or design. While in the European or American
countries such as the United States the owl is “a cute animal, lucky charm and privilege”, that is
why they adore its design whether in shirts, dresses or jewelry, etc. Hence, learning a language
implies not only the knowledge of its grammar rules but it involves much more, such as the
culture phenomena, the way of life, habits and customs, history and everything that is contained
of culture.

5.3.The Impact of the Target Cultural awareness on Listening :

Listening is the act of perceiving sounds by ear. As put by Mark Helgesen (2003, 24):
“listening is an active, purposeful process of making sense of what we hear”. However,
learners in foreign language learning find that their ability of listening comprehension is not
satisfactory. So as to arri0ve to this, they buy recorders; they listen to music and English
channels to facilitate their learning process. Despite that, they still Chapter one: Literature
Review 20 cannot understand them. The reason of that may be various but the more important
reason is that they lack the necessity of cultural components of the language they are learning.
Mainly, listening is closely related to the culture in terms of listening ability equal
comprehensive ability which means if someone has a good ability to listen, he is able to
understand. We feasible have this kind of experience, when we are listening to a song, a film,
TV show...ect, and we understand the content without even know the exact meaning of every
word. On the other hand, it may be difficult for us to understand materials related to the
cultural background because we did not experience it. For instance, an EFL learner listens a
sentence like: John adores Leicester (Leicester is a town situated in United Kingdom-
England), if the student does not learn culture, he will not be able to catch the real sense of the
sentence. Accordingly, we can notice that culture plays a big role in our listening ability that

38
is why it is advisable to listen to English songs with their lyrics to be able to understand words
with different pronunciation.

5.4.The Impact of the Target Cultural awareness on Speaking :

Speaking is a productive skill which involves using speech to express meanings to other
people. Chaney (1998: 13) has defined it as follows: “the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts”.
Speaking is like listening in which it does not rely on pronunciation and accent but on
practice. Students have to practice what they have learnt and try to learn new expressions in
order to understand the cultural components of the target culture; they need to know the
meaning of some special expressions that native speakers use. For this, the experience of an
Algerian girl who has visited a university in USA is the best Chapter one: Literature Review
21 example, in which she started to speak with the American professors with enthusiasm, as
she tried to show respect to them as much as possible she could by saying “Hey”. “What’s
up”. “What’s going on”. “Don’t go too fast”. “Follow me.” But the next day, she was shocked
to know that the professors created excuses for not receiving her, because the professors
thought that the young girl was not polite. This was caused by the lack of the cultural
background knowledge.

5.5.The Impact of the Target Cultural awareness on Reading :

Reading is a process of looking at series of written symbols and getting meaning from them.
According to Dechant (1991) cited by Macceca (2007: 4) “reading is a visiual process that
begins with one’s ability to use one’s vision to interpret graphic symbols”. The reading
process is so important, it help students to discover new words and expressions, to learn more
about the target language and culture, it makes people traveling all over the world without
even moving from their places by checking out their cultural components in all domains such
as: history, literature, humanism, geography, traditions and arts. As Walker (2000) presents it,
reading is an active process (not a product like history) in which readers shift between sources
of information (what they know and what the text says), elaborate meanings and strategies,
check their interpretation (revising when appropriate) and use the social context to focus their
response (p.4) In fact, when EFL learners read a text, they may understand the meaning of
each word, but they may find difficulties in recognizing the whole meaning because the sense
changes by virtue of the sentence or the content mainly when it has a relation with the Chapter

39
one: Literature Review 22 target culture. So we can see that it is not easy to understand the
meaning of every text in English only by successively reading.

5.6.The Impact of the Target Cultural awareness on Translation :

Translation is a phenomenon that has a big effect on everyone’s life, if we look at the
American dictionary Merriam Webster (1828) that gave precise definition for the term
“translation”, we find the following definitions: 1. Words that have been changed from one
language into a different language; words that have been translated. 2. The act or process of
translating something into a different language. 3. The act or process of changing something
from one form to another. The translation of the target language mainly lies on the cultural
background knowledge so that the learner must have enough information of many aspects
about both the target and the source language. All languages have their own principles, values
and mentalities in which things are allowable in some cultures and forbidden in others. Each
society / culture has its own sayings and rules. These sayings are called “idioms” or proverbs
if they are longer. For example if someone says: “oh! It costs an arm and a leg”, it does not
mean that he wanted to say it costs the price of his arm and leg but the real meaning is when
something is very expensive. So, learning the list of commonly used idioms and sayings (in
everyday conversational English), it helps to speak English fluently, as it helps to be able to
translate correctly and to switch from one language to another easily. Thus, the success in
Chapter one: Literature Review 23 translation does not only depend on understanding the
meaning of the word but it relies on the cultural background of the target language.

6.The positive impact of online education on cultural awareness :

The positions of second year students in English as a foreign language obtained in this study
are consistent With the results of other studies in literature that use other forms of technology
such as e-mail in intercultural exchanges between L1 and L2 students and / or maintain
teachers, web resources, online newspaper and online chat. For example, Roh (1998) reported
that e-mail was instrumental in teaching intercultural awareness, creating a Positive emotional
climate, and make the English language curriculum for academic purposes More relevant to
students. In addition, Schoorman and Camarillo (2000) noted that e-mail exchanges
(correspondence) between pre-service teachers in the university and the middle 15th School
students whom you met via e-mail have expanded their multicultural awareness Improve their
skills. Increase the use and interest of the target language Duration of the project (Chile,
1996). Web resources have proved to be an appropriate tool for Increase language and

40
cultural knowledge, as well as a way to increase motivation (Osuna and Meskill (1998) and
Lee (1997). It was a useful method of integration Language, culture and opportunities for
students to learn about the goal of Culture while using e-mail to discuss cultural aspects with
their native speakers. E-mail Increase student interest and motivation. Similarly, Lee (1998)
reported that the Internet ;Newspapers and online chat rooms promoted Spanish students to
college-level applicants Learning, improving their language and reading skills, and increasing
their culture Knowledge.

By contrary, the results of this study are inconsistent with the results Chen study (2001) found
that Taiwanese student positions students Exposed to American culture in CALL
constructivism (language-assisted computer Learning) environment has not undergone a
major change. For more Share subjects in a CALL environment, and less power felt so
Information on the Internet helped them better understand American culture Less they liked
exploring American culture over the internet.

7.Cultural Awareness as an Important Element in Teaching Culture :

CA has proved its primary role in the learners’ language proficiency achievement and
communicative performance effectiveness in the foreign language. Many researchers have,
consequently, tried to present some culture teaching models which make of cultural
competence a central element or objective to achieve and this part deals with one of these
models.

Michael Byram’s model is outlined in his book Mediating Languages and Cultures (1991).
This model has four parts or components ;two of a cultural nature and the other two relate to
language. This comprehensive model is a result of the belief in the intertwined relationship
between language and culture and the non-possibility ofteaching language and culture
separately but language-and-culture intandem (Byram and Morgan, 1994). Byram (1991,
p.18) claims that language is not only a reflector of an objective cultural reality, but an
integral part of that reality through which other parts are shaped and interpreted.
Consequently, teaching a foreign language implies, indirectly, teaching its culture at the same
time. His model makes use of two major techniques: The use of the learners’ mother tongue
in comparison between the native and the foreign cultural aspects, and teaching language as a
subject and medium of experience.

41
CA is fundamental in foreign language teaching particularly in the development of
intercultural communicative competence and language proficiency; the basic teaching goals
of foreign languages. Developing positive attitudes towards the target culture via comparison
of differences between the native and the target culture prompts the learners’ ability touse the
language efficiently in communicative acts with foreigners.(academic year:2017)

8.The ways that help you to improve your C A:

As we have seen that culture is inseparable from language and it paly important role to
improve relationships in society from its different backgrounds, and to improve our C A there
are few steps that we should follow:

8.1.Learning from the others :

To increase awareness in a good way we should have a better understanding of the others it
means that we live in different cultures on the world those who are rich in beliefs and values
to learn others’ culture and their backgrounds.

8.2.Understand History :

To have an accurate historical context, Understanding how things came to be can be done by
reading the history of other racial groups or your community.eg; When I first arrived in
Baltimore, I often wondered why the city seemed to change block by block. To increase my
awareness, I read a book called Not in My Neighborhood: How Bigotry Shaped a Great
American City, by Antero Pietila. The book helped me see how some of the challenges
Baltimore (and other cities) faces today are a result of policies deeply rooted in racism.
Needless to say, it was eye-opening. Now I use that information to help others understand
how race has shaped our community and begin to talk about solutions.

8.3.Try to visit cultural institutions :

When you visit a cultural institution in your community, it helps to have a greater awareness
of culture of the others.

9.how you show your cultural awareness?

42
Here are many steps that help you in practicing C A:

9.1.Bridge the culture gap with good communication skills :

In different cultures to communicate with the others we should have a good skills in
communication, because the communication could be a verbal or non-verbal and its better to
have an idea about the origin of the other person to use short and understanding phrases that
could help him

9.2.Practice good manners :

Every culture has its own manners, in some countries is important and crucial to finish their
request by the word “please», it shows their polite and respectful

9.3.Observe and listen to foreign customers and colleagues :

We should observe and listen to the other foreign colleagues, if we are in foreign countries we
should look how those who are around them conduct with themselves, and if we listen more
we will learn more quickly.

9.4.Pay attention to differences in culture :

We have pay attention to differences in a foreign customer’s culture. This way they won’t
bother them on national or religious holidays, and they’ll know not to bring up or discuss
politics or religion if it might get them into trouble.

Conclusion:

From the mentioned points, the first section indicates the definition and essential elements of
culture (cultural awareness ), culture has a direct effect on language and vice versa. In fact,
the two issues are closely correlated and interrelated. Language is the symbolic presentation
of a nation or a specific community. In other words, language is the symbolic presentation of
a culture. The second section involves the importance of teaching culture in EFL classroom,
the students should be taught the language and its culture, i. e., English with the culture, how
culture can be taught in order to facilitate the language learning for learners. Furthermore, it
concerns with the impact of Target Cultural awareness on language learning and on all the
components of language learning and teaching which are vocabulary, listening, speaking,

43
reading, and translating. In this chapter there has been an attempt to discover previous works
on language and culture in which the influence of culture on EFL learners is observed. Thus,
it is necessary to teach English with proper awareness of its culture, since culture plays a huge
role in teaching and learning of English as a foreign / second language. So, it cannot be
avoided in designing course for EFL students. Additionally, students should keep in mind the
importance of culture and must have a prior knowledge of the cultural awareness.

Interpretation and Analysis of the


Questionnaire's and the Interview'
Results.

Chapter three
44
Introduction

The actual study deals with the issue of effectiveness of the cultural based activities in
improving learners' cultural awareness. For the requirements of this study, two tools are used;
a students' questionnaire and a teachers' interview. The former is administered to third year
students of English at the Department of Foreign Languages at Banta University. The latter is
conducted with teachers who actually teach courses involved in our present research and who
have long experience in this area of study. These two tools aim mainly at collecting data
needed to reach our research goals. This chapter analyses the sample of both students and
teachers. It describes the design of the questionnaires and the interview in details. Then, it
presents the analysis and the interpretation of the results obtained from the two cited tools and
determines the findings revealed from both students' questionnaire and the teachers' interview.

3.1. Student Questionnaire :

3.1.1.The Population :

The population surveyed in this questionnaire consists of third year LMD


students at the Department of English Language at Batna University. The total number of
students is about 457.The population is chosen because the majority of third-year students
are not aware about the importance of culture and cultural awareness despite the fact that
they have been introduced to culture through various modules.

3.1.2. The Sample :

45
The sample of this research is restricted to third- year students of English in the Department
of English Languages at Batna University. Due to the shortage of time allotted for the
current study, and the large number of third- year students 457, this research is limited to a
particular number of students in which one hundred (91) students were chosen randomly out
of the total number who answered this questionnaire, but after the online administration, we
received only fifty one answers.

3.1.3.Aims of the students’ questionnaire :

This questionnaire aims to explore the learners perceptions towards the culture learning and
teaching in general ,and to put light on the efficiency of introducing culture based activities
to enhance EFL learners cultural awareness..

3.1.4. Description of the Students’ Questionnaire :

In the current research, we employed a semi-structured questionnaire, which is easy


to understand. It aims to give the chance to the participants to express their attitudes about
their cultural awareness and how the latter would be promoted . This questionnaire
includes (23) questions which are arranged logically . They are either closed questions
requiring from participants to reply "yes" or "no'', and \or open questions requiring them to
give their own justifications and explanations or select the appropriate answer from a series
of options. We categorized all these kinds of questions into three sections :

-Section One: It is dedicated to obtain student’s “Background Information” such as age,


gender, and nationality.
-Section Tow : It is entitled “ Language Learning and Culture” which seeks to give the
students an opportunity to share their ideas and viewpoints towards culture Importance in
EFL classes ,its relation with language , how the latter is taught and what kind of activities
used to present it .

46
-Section Three: It entitled “Cultural Based Activities and Cultural Awareness” which aims
to figure out the role of cultural related activities in developing the learners cultural
awareness.

3.1.5. Analysis of Students’ Questionnaire :

Section One: Background Information :

Question 01: Students' Gender:

Option Male Female total

Number 08 44 52

Percentage 11% 89% 100%

Table 1.3. Student Gender

From the table above, it is clear that most of students are females. We have recorded 44females
from a total number of 54 students.female students make up 89% of our sample and male are just
11%.this two options male and female helps us to reach different opinions about cultural awareness
of the EFL learners and the effect of the cultural activities.

Question 02: students’ Age :

Options 22 23 24 25 26 27 29 43

47
Number 12 10 08 04 03 08 05 02

Table 2.3: students' Age :

The students’ ages vary between 22 and 43 years old,the majority of students are 22 years old.
On the other hand, variation of students' ages gives us the opportunity to obtain different
views about the issue treated in our study from different life experiences.

Question 03: Students’ Nationality:

The result of this question shows that all students are all from Algeria male and female
100%.

 Section Tow: Language learning and culture :

Question 01: Do you learn English language brilliantly?

Option Yes No somehow

Number 39 00 13

Percentage 57% 00% 43%

Table3.3: students’ language level :

This question shows the level of the learners in learning English language, the result was that
not all the participants learn the English language perfectly.39 from 52 students’ answers
were yes and 13 of them answered no.

Question 02: What are the important factors to help learners to improve their language
learning?

Option Language Culture Both


aspects

48
Number 10 12 30

Tale4.3: The important factors that help learners to improve their language learning :

In this question we try to know the point of view of students about improving their language
skills and we put 3 choices:

 Language

 Culture

 Both

So here, most of learners answered by (both) males and females. Culture was considered as
an important point to improve language skills just for 12 students. The rest of correspondents
have chosen language aspects to be the helping devices for a better learning.

Question 03: Does language have a relation with its culture ?

Options Yes No
Number 48 5
Percentage
Table 5.3.The Relation between language and culture :

It is clearly indicated from the above table that the majority of students 48 agree on the
relation between language and culture .This reflects positively the main context of our
research.

Question 04: Do you have some ideas about the culture of this foreign language?

answer Number

Yes 30

No 22

Table 6.3. Students Ideas About the Target Culture :

Statistically, nearly the majority of students (30) have a lot of ideas about the culture of this foreign
language.22 students have no idea in learning this foreign language.

49
Question 05:When you learn about a foreign language, will you change your attitude toward
your own culture,if your answer is yes tell us how?

Answer Number Percentage

Yes 17 40%

No 35 60%

Table 7.3: Students attitudes change when learning a foreign culture :

Most answers revealed by no ,35 students argued that they will not change their attitudes even they
learn about a foreign language. In contrast,17 student said yes because foreign language affect on
their attitudes toward their own culture from the new beliefs that they will learn about it.

Question 04: Do you agree that learning about a foreign culture has an important goal to
develop attitude toward target and native culture?

Answer Number

Agree 45

Disagree 07

Table 8.3:the importance of learning a foreign culture to develop attitude toward T and
N culture :

The result was different by the students,45 of them agree that learning foreign culture has important
role in developing attitudes toward the target and native culture. Unlike 07 of students who disagree
with this idea.

Question 05: The study of foreign culture makes the student different from his cultural
identity, justify your answer?

Answer Number

Yes 09

No 43

Table 9.3:The effect of learning foreign culture to the student :

50
More of students (43) argued that the study of foreign culture have no impact on the student
cultural identity. They justify their answers in different opinions some of them said that the
original identity cannot change, however new culture with new ideas just as a study .in
contrast 09 of students said yes it influences because it’s a new world with a new culture and
you should change your identity.

Question 6. Is learning culture motivating for you?

Answer Number

Yes 42

No 10

Table 10.3. Students attitudes about culture as a motivating factor for learning :

Almost all students argued that culture is highly motivating when learning a foreign
language.42 students said yes it is a motive for them as it introduces various authentic aspects
related to the language learned.

Question 7. How is culture presented by your teacher?

The correspondents responses to that question varied to include the following

-Our teacher is always giving us polycopies to be read and discussed.

- We learn culture through some pictures and maps used by the teacher from time to time.

Section Three :Cultural based activities and Cultural Awareness

Question 01:What is cultural awareness?

Responses to that question included the learners awareness about the definition or
what cultural awareness is. They have all answered the question to mention that
cultural awareness is the students understanding of the differences between the targuet
culture and the mother culture, specially differences in terms of attitudes and values .

Question 02 What is the main importance to develop cultural awareness?

Students were so generous to express their view point concerning that question as they
have well stated the importance saying that it helps us to best adapt their approaches
51
,thoughts and decisions to ensure creating a positive outcomes in cross cultural
interactions.

Question 03 what do think about how should the activities used in class to teach culture and
develop cultural awareness be ?

Responses Linguistically based Culturally based


Participants 0 53
Percentage 0 100
Table 11.3.: Basics for choosing activities to teach culture :

The majority of respondents 53 declared that the activities used EFL settings to
present culture should be culturally based To create an authentic classroom context.

Question03 : Should those activities be :

Answers Implicitly introduced Explicitly introduced


Participants 53 53
Percentage 100 100
Table 12.3.: Ways to introduce the culture based activities :

All students 53 agree that those activities should be introduced both implicitly and
explicitly.It depends on the stated aims.

Question 04 what do you suggest as content for those activities?

The students responses to that question vary to include

-political , economic structures.

-Folklore and history

-Religion

-Social relations

- Major concerns

-art and culture…

52
Question 05 Are those culture based activities Important to promote EFL learners
cultural awareness ?

Answers Yes No
Participants 53 0
Percentage 100 0
Table 13.3.: The role of culture based activities in improving the learners cultural
awareness

All students through their responses confirmed that they are fully aware about the
positive role those culture related activities could have to develop their culture
awareness.

3.2. Teachers’ Interview :

Teachers’ interview aims at finding out teachers’ attitudes about the existing relationship
between language and culture , besides the extent to which they support the use of culture
related activities to foster the learners cultural awareness .
3.2.1. Description of The Teachers’ Interview :
The teachers' interview is composed of ten questions. The three first questions deal with
teachers' degrees and work experiences and the module they taught. question 4 and 5 are
concerned with the importance of teaching culture and the method that used in teaching. The
six question is about the benefits of teaching culture based activities in EFL learners.
Question 07 and 08 are about kind of activities that teacher used in classrooms and their
point of view in introducing this method of teaching. Question 09 what teachers can suggest
as a content for these activities.the last question is about the opinion of teachers toward
integrating culture based activities to enhance EFL cultural awareness.

3.2.2. Teachers’ Sample :

A semi structured interview was designed for teachers of English at the Department of
English at Batna university. The interview was conducted with six (04) teachers who
actually teach courses involved in our research and who have long experience in this area of

53
study.The participants were chosen randomly from a whole population of 68 teachers of the
same department.A semi-structured interview was conducted in order to gather some useful
information from four experienced teachers. The interview includes 10 questions; Teachers’
answers were recorded and will be analyzed one by one in this section.

3.2.3. Interview Analysis :

Question 01 and 02 and 03:What is your educational degree?and How long have you
been teaching English at the university ?What subjects have you taught?

The result of these questions revealed that all teachers have a doctorat in English branch
and most of them have 10 to 15years in teaching English at the university level. This
means that the department of English at Batna University has experienced and qualified
teachers. Therefore, they will give us with the necessary data needed in this study. Most of
the teachers interviewed have an experience of more than ten years, a period in which it is
sufficient to have an effective training and reflective teaching. So, it will be easy for them to
help us reach the aim of our research.
Question 04: How important is teaching culture for you?
The teachers have the same opinions responding to that question as they consider
teaching culture as a very important aspect for EFL learners and it has a big role in the
foreign language learning. Teaching culture is a way through which we introduce learners to
social contexts with various attitudes and values.

 Question 05: When teaching culture, do you use a prescribed program or yours?

The teachers answered this question differently; two of them show that they teach culture in
classroom through a prescribed program because it contained more of information and one of
these two teachers said: «I use a prescribed program to teach culture, in same time to have
more and more information». The other two teachers answering this question by using their
own program they said that they have a long experience in teaching culture.

 Question 06: According to you, what are the main benefits of teaching culture in EFL
classes?

The teachers have different opinions in answering this question:

According to the teachers participants, the benefits of teaching culture are

54
1. The acquisition of practical knowledge
2. students will gain indispensable knowledge about social conventions and the
rules of oral and written interaction in a certain culture.
3. knowing how to communicate with native and non-native English-speaking
people. Students will learn, for example, whether it is appropriate to shake
hands or kiss when first meeting someone, or what are the polite manners used
at a dinner table
4. Learning about another culture can also have an enormous impact on students`
personal growth.
5. Students are more motivated and show greater interest in classes where culture
is taught. They find learning about how other people live, and what customs
they have very entertaining. This is yet another reason why culture should be a
regular part of every English class.

 Question 07: What kind of activities do you use to teach culture?

The teachers responses differ to include discussions ,research papers presentations,


oral presentations, listening sessions,

 Question 08:What do you think about introducing culture based activities to teach
culture?

the result of this question that teachers showed the importance of culture based activities in
teaching culture and they argued that it enhance the cultural awareness of the EFL learners.

 Question 09: What do you suggest as content for these activities?

Teachers suggested many contents , politics and economic structure,religion,social


relations, geography,art and education, architecture, recreation and sports…

 Question 10:Do you think that integrating culture based activities can help learners
develop their cultural awareness? How?

Teacher’s answers are “yes of course”, most of their explanation is because this cultural
activities helps the EFL learners to be more aware about the difference between the rules of

55
the target language and the foreign language. Thus integrating culture based activities helps
the EFL learner’s cultural awareness.

3.3. Discussion of Findings

3.3.1. Students’ Questionnaire

The reaserch of our dissertation is complete with a questionnaire was used as a second instrument in
order to collect more information from the third year students LMD, of the Batna 2 University.

The purpose of this questionnaire was to look for the students' points of view about the impact of
the importance of the integrating culture based activities to enhance English foreign language
learners's cultural awareness, In order to enhance the student's cultural awareness through culture
teaching. It has already been show that this study relies on a sample population of third LMD
students the majority of them were famels, the questionnaire was determined to four sections and
every section have a number of questions.

The first three questions aim to find the background information of the students (gender ,the old ,
nationality) . In the next questions of the section two,the results show that most of students
consider the cultural element is an important point that help the learners to improve their language
skill in the target culture, and how help to learn a foreign language by using more activities and to
make it more fun and easy that helps to reach an effective communication with English native . In
addition, the section three ,the answer shared that students agreed about culture should learned in
classroom and it can use it as a fifth dimension in teach language at classroom.

The last and not least, section four the results about cultural awareness and cultural based activities
show that the students argued that teaching language through culture based activities cause it give
more motivations to learn a foreign language and developing the cultural awareness to the learners
and should belong to the advanced level.

As final results the student's questionnaire proves that culture is basic element to teaching a foreign
language in EFL classroom.

3.3.2. Teachers Interview :

The results obtained from teachers' interview are of great importance to reach the goals of the
present study. After analyzing teachers' responses, we draw the following conclusions:

56
 Many of EFL learners still have difficulties in speaking foreign language.

 Raising EFL learners' cultural awareness will help them to overcome these difficulties
and enhance their speaking skills.

 Although teachers are aware of the importance of teaching culture and its influence on
the use of language, the situation of teaching culture at the Department of Foreign
Languages at Batna University is not really good.

Conclusion

Throughout the analysis and the interpretation of the data obtained from both student’s
questionnaire and the teachers' interview, different results can be demonstrated.
First, teaching foreign language in classroom is give a high importance for students in
order to develop the capacite of learn English. In addition, both EFL teachers and third
year LMD students are aware of the importance of the cultural awareness, the
learner’s do not have much background knowledge about this aspect of language,
EFL learners' are poor cultural background knowledge is mainly due to problems of
teaching language through culture based activities in EFL classroom.

57
General conclusion
We collect our results from the mentioned points based on the two tools to collect our
data which are the questionnaire and the interview ,we devide our results into two
section ; the first section indicates the definition and essential elements of both
language and culture where we notice that there is a very close relationship between
language and culture in general, and each specific language and its culture in
particular. culture has a direct effect on language and vice versa. In fact, the two
issues are closely correlated and interrelated. Language is the symbolic presentation
of a nation or a specific community. In other words, language is the symbolic
presentation of a cultural awareness, plus the activities which are important to
develop the cultural awareness in EFL classroom. The second section involves the
importance of teaching culture based activities in EFL classroom, the students should
be taught the language and its culture, i. e., English with the culture, how culture can
be taught in order to facilitate the language learning for learners. Furthermore, it
concerns with the impact of Target Cultural awareness on language learning and on
all the components of language learning and teaching which are vocabulary, listening,
speaking, reading, and translating. In this chapter there has been an attempt to
discover previous works on language and culture in which the influence of culture on
EFL learners is observed. Thus, it is necessary to teach English with proper
awareness based activities of its culture, since culture plays a huge role in teaching
and learning of English as a foreign / second language. So, it cannot be avoided in
designing course for EFL students. Additionally, students should keep in mind the
importance of culture and must have a prior knowledge of the culture . Finally,the
form of research instruments' analysis as well as a broaden discussion to investigate
the effects of the cultural awareness based activities on EFL students learning.

58
Recommendations
The EFL learners necessitate that teachers, and learners should give as much
importance to the socio-cultural dimension of the language as they do with the
linguistic system. As a matter of fact, cultural awareness allows the use of the English
language appropriately ,and accurately. So, we suggest some pedagogical
recommendations that may contribute to get solution to this problems witch related to
learners' cultural unawareness.

EFL teachers should be known that culture can be introduced in all courses

explicitly or implicitly,Courses of literature, culture of the language, oral

expression, written expression, theme and version represent appropriate context to

introduce the learner to the English culture.

Teachers should introduce concrete English culture constituents inside the

Classroom, by using authentic materials such as: foreign English films and videos,

audio songs, and so on.

Learners should be aware of the differences between their own culture and the

culture of English speaking countries, and respect it even if it contradicts their own

beliefs, traditions, or rituals.

59
EFL Teachers should motivate their students to know more about the English

Culture, by designing suitable activities that fit the learners' needs.

Teachers should encourage learners to develop their background knowledge, of the


socio-cultural dimension of the foreign language outside the classroom. This can be
achieved through reading books, using internet, chat rooms or social media
communication with English native speakers.

EFL curriculum designers should give equal importance to both :culture and

linguistic teaching.

Time allotment to the target culture teaching should be significantly increased.

60
61
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Résumé
L'anglais a été désigné comme une source de communication interculturelle, dans
laquelle la culture influence la langue et l'inverse. Ainsi, les chercheurs ont essayé de
trouver le secret des relations entre les deux concepts et l’importance de la conscience
culturelle pour enseigner et apprendre l’anglais en tant qu'une langue étrangère. Cette
étude est dédiée à comprendre l’influence des activités culturelles dans
l’apprentissage des langues étrangères et leur importance dans la sensibilisation des
apprenants à la culture. Deux outils de recherche ont été utilisés pour confirmer ou
réfuter l'hypothèse selon laquelle l'utilisation d'activités liées à la culture dans les
cours d'anglais comme langue étrangère pour aider les étudiants à développer leur
conscience culturelle. Tout d'abord, un questionnaire a été administré à cinquante-
trois (53) étudiants d'anglais de troisième année en LMD à l'Université Batna 2, qui
ont été sélectionnés au hasard. Il vise à sensibiliser les élèves au rôle joué par les
activités liées à la culture pour améliorer leur sensibilité culturelle. Deuxièmement,
une interview a été menée avec quatre enseignants qui enseignent différentes matières
dans le même département dans le seul but de connaître leurs attitudes vis-à-vis de la
relation existante entre la langue et la culture, ainsi que les avantages d'intégrer des
activités liées à la culture dans le développement de la conscience culturelle de leurs
apprenants. Après analyse des résultats obtenus, le questionnaire des étudiants et les
entretiens avec les enseignants ont indiqué que les activités baser sur la culture sera
une technique d’enseignement utile et bénéfique pour améliorer la conscience
culturelle des étudiants et que cette dernière est si importante à développer
l'apprentissage d’une langue étrangère. Ainsi, sur la base de ces résultats, l’hypothèse
de recherche a été confirmée. Enfin, certaines recommandations et implications
pédagogiques sont suggérées, et les résultats obtenus sont à l’espoir d’être utiles dans
l’utilisation de cette technique précieuse en classe.

Mots-clés : Langue, Culture, Sensibilisation à la culture, Activités liées à la culture.


‫نبذة مختصرة‬

‫تم تصنيف اللغة اإلنجليزية كمصدر للتواصل بين الثقافات ‪ ،‬حيث تؤثر الثقافة على اللغة والعكس ‪,‬ولهذا حاول‬
‫الباحثون العثور على السر وراء العالقة بين المفهومين وأهمية الوعي الثقافي لكل من يدرس و يتعلم اللغة‬
‫اإلنجليزية كلغة أجنبية‪ .‬تكرس هذه الدراسة لمعرفة تأثير األنشطة القائمة على الثقافة في تعلم اللغة األجنبية‬
‫وأهميتها في تعزيز الوعي الثقافي للمتعلمين‪ .‬لتأكيد أو دحض الفرضية التي تدعي أن استخدام األنشطة ذات‬
‫الصلة بالثقافة في فصول اللغة اإلنجليزية كلغة أجنبية من شأنه أن يساعد الطالب على تطوير وعيهم الثقافي ‪ ،‬تم‬
‫استخدام أداتين بحثيتين‪ .‬أوالً ‪ ،‬تم تقديم استبيان إلى ثالثة وخمسين (‪ )53‬طالبًا من طالب اللغة اإلنجليزية في‬
‫السنة الثالثة بجامعة باتنة ‪ ، 2‬تم اختيارهم بشكل عشوائي‪ ,‬تهدف إلى معرفة وعي الطالب بالدور الذي توفره‬
‫األنشطة المتعلقة بالثقافة لتحسين وعيهم الثقافي‪ .‬ثانيا ً ‪ ،‬أجريت مقابلة مع أربعة معلمين يقومون بتدريس مواد‬
‫مختلفة في القسم نفسه من أجل معرفة مواقفهم حول العالقة القائمة بين اللغة والثقافة باإلضافة إلى فوائد دمج‬
‫األنشطة المتعلقة بالثقافة في تنمية الوعي الثقافي للمتعلمين‪ .‬بعد تحليل النتائج التي تم الحصول عليها ‪ ،‬أشار كل‬
‫من استبيان الطالب ومقابلة المعلمين إلى أن األنشطة القائمة على الثقافة ستكون أسلوبًا تعليميًا مفيدًا واستراتيجيا‬
‫في تحسين الوعي الثقافي للطالب ويجب االهتمام في تطويره عند تعلم لغة أجنبية‪ .‬و في االخير ‪ ،‬بنا ًء على هذه‬
‫النتائج تم تأكيد فرضية البحث و اقتراح بعض التوصيات واآلثار التربوية على أمل أن يتم تدعيمها في استخدام‬
‫هذه التقنية الجديرة باالهتمام في الفصل الدراسي‪.‬‬

‫الكلمات المفتاحية‪ :‬اللغة ‪ ،‬الثقافة ‪ ،‬الوعي الثقافي ‪ ،‬األنشطة المتعلقة بالثقافة‬


Students’ questionnaire
“The importance of integrating culture based activities to enhance the EFL learner’s cultural
awareness”

Dear colleagues,

“To develop the cultural awareness of EFL classes, teachers should integrate some activities to
enhance the learners”

This questionnaire is a part of our research. Which help us to know more about this topic from your
opinions, so please try to answer them truthfully because your answers will determine the success of
this research.

Your Gender?

Male

Female

Your Age?

………………….

Are you from Algeria?

YES

No

Do you learn English language brilliantly?

Yes

No

Somehow

What are the important factors to help learners to improve their language learning?

Language aspect
Culture

Both

Does language have a relation with its culture?

Yes
No

Do you have some ideas about the culture of this foreign language?

Yes

No

When you learn about a foreign language, you will change your attitude toward your own
culture, if your answer is yes telling us how?

Yes

No

How? ..................................................................................

Do you agree that learning about a foreign culture; has an important goal to develop attitude
toward target and native culture

Agree

Disagree

The study of foreign culture makes the student different from his cultural identity, justify your
answer.

Yes

No
Justification……………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………….

Is learning culture motivating for you?

Yes

No

How is culture presented by your teacher?

…………………………………………………………………………………………………
………………………………………………………

What is cultural awareness?

…………………………………………………………………………………………………
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What is the main importance to develop cultural awareness?

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What do you think about how should the activities used in class to teach culture and develop
cultural awareness?

Linguistically based

Culturally based

How should those activities be introduced?


Explicitly

Implicitly

What do you suggest as content for those activities?

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Are those culture based activities important to promote EFL learners cultural awareness?

Yes

No

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