INTRODUCTION
Rationale
Learning English extends beyond mastering grammar and language skills; it also encompasses cultural understanding According to Dimitrios Thanasoulas, foreign language acquisition involves various elements, including grammatical and communicative competence, language proficiency, and a shift in attitudes towards different cultures Cultural competence—knowledge of another country's customs, beliefs, and meanings—is essential for effective language learning Many educators aim to integrate cultural education into their foreign language curricula, recognizing its importance in fostering a comprehensive understanding of the language.
From the idea above, it can be inferred that foreign language teaching can‟t be complete without the transmission of cultural information in the lessons
The debate among language educators continues regarding the most effective teaching methods and cross-cultural activities for speaking lessons, aimed at enhancing students' cross-cultural awareness.
At HaUI, there has been a noticeable lack of research on enhancing students' cross-cultural awareness and understanding teachers' attitudes towards cultural education With eight years of teaching experience at HaUI, I have observed that cultural instruction is not prioritized within the curriculum The existing curriculum does not incorporate culture teaching or provide supplementary materials that reflect the cultural values of English-speaking countries In speaking lessons, students primarily focus on responding to teacher-generated topics and learning new vocabulary, with minimal attention to cultural context As a result, students frequently pose grammatically correct questions that lack cultural relevance, highlighting the need for improved cultural education in the classroom.
This study aims to identify effective activities that enhance students' cross-cultural awareness, addressing the specific needs at HaUI The author seeks to contribute positively to the educational environment by exploring these activities.
Aims of the study
The study is aimed at:
1 finding out the effective activities in raising students‟ cultural awareness
2 finding out the difficulties in incorporating cultural elements into speaking lessons at HaUI
Scope of the study
The study involves first-year English major students in their second semester, utilizing the textbook "Let's Talk 2." It specifically examines supplementary activities designed to enhance students' cross-cultural awareness, with a focus on British and American culture in language use and communication contexts.
Research questions
The study is carried out to find the answers to the following research questions:
1 What are the effective activities for improving HaUI students‟ cross-cultural awareness?
2 What are the difficulties in incorporating cultural elements into speaking lessons at HaUI?
Methods of the study
In this study, action research is employed The author makes comments, remarks, comparisons and conclusions from observations, survey questionnaires, discussions and experience
Survey questionnaires are employed to assess the teaching and learning culture at the study's outset and gather feedback from teachers and students on cultural education afterward Two tests are conducted before and after the study to evaluate changes in students' cultural knowledge Additionally, observations and formal discussions are integrated into the research methodology for a comprehensive analysis.
Design of the study
The study is divided into 4 chapters
Chapter I is an introduction to the research in which rationale, methods of the study and research questions are discussed
Chapter II reviews the literature of culture in foreign language teaching, the relationship between culture and language learning The study also looks at some influential theories of activities used for teaching culture
Chapter III discusses the context of the study, data collection methods and activities for raising cross cultural awareness in HaUI The author also analyzes the data collected to answer the research questions Changes in the results of the culture achievement tests are assessed based on both quantitative and qualitative data collected through the test results, interviews, informal discussions, observations and survey questionnaires
Chapter IV includes the findings of the study and suggests further research.
LITERATURE REVIEW
Culture and foreign language learning
Culture is a multifaceted concept that can be understood from various perspectives Anthropologists broadly define culture as the complete way of life of a group of people, encompassing the social practices that unite them and differentiate them from others (Montgomery and Reid-Thomas, 1994:5).
According to Nguyen Quang, culture encompasses the entire range of tangible and intangible expressions developed and adapted by a society or social group It includes how these expressions function and respond in various situations, serving to differentiate one society or group from another This distinction is not only based on the presence of specific expressions and behaviors but also on their proportionality and visibility.
Culture is an integral aspect of our identity, as highlighted by Brown (1994), who emphasizes that language serves as the most prominent expression of culture A shift from one culture to another can significantly impact an individual's worldview, self-identity, and overall way of thinking, acting, feeling, and communicating.
From these points of view, it can be inferred that language and culture are inextricably linked Therefore, language teaching can not be separated from culture teaching
Language and culture are intricately intertwined, as highlighted by Claire Kramsch, who states that language is the primary medium through which we navigate our social interactions (Kramsch, 1998:3) In communication contexts, language is deeply connected to culture, reflecting a multitude of complex relationships.
Language is a reflection of shared human experiences, conveying facts, ideas, and events that resonate with a collective knowledge It not only communicates the author's attitudes and beliefs but also mirrors the perspectives of others Ultimately, words serve as a powerful medium that expresses cultural realities and connects individuals through a common understanding of the world.
Members of a community not only share experiences but also create them through language As Claire Kramsch (1998) states, they assign meaning to their interactions based on the medium they choose, whether it's a phone call, face-to-face conversation, a letter, an email, or interpreting media like newspapers and charts The use of spoken, written, or visual communication, including tone of voice, accent, style, gestures, and facial expressions, helps convey meanings that resonate within their group Thus, language, in all its verbal and non-verbal forms, reflects and shapes cultural reality.
Nguyen Van Do (2006) emphasizes that language and culture are intrinsically linked, akin to two sides of the same coin He argues that language cannot exist independently of its social context, functioning as a vital social institution that both influences and is influenced by society This interdependent relationship can be effectively represented through a trio relation diagram.
2.1.3 Cultural awareness and cross – cultural awareness
Cultural awareness is a term we have used to describe sensitivity to the impact of culturally – induced behavior on language use and communication (Barry Tomalin and Susan Templeski, 1993: 5)
Language forms and uses mirror the cultural values of the society in which they are spoken, highlighting that linguistic competence is insufficient for true language proficiency (Krasner, 1999) Consequently, cultural awareness emerges as a crucial element of communicative competence Language learners must recognize culturally appropriate methods for expressing attitudes, addressing individuals, making requests, and articulating agreements or disagreements.
Cultural differences significantly influence communication styles, behaviors, and actions among individuals Various terms are utilized to describe interactions between people of different nationalities, social or ethnic backgrounds, genders, occupations, and sexual orientations.
Cross-culture involves the interaction between two distinct cultures or languages that transcend national borders, as defined by Claire Kramsch (1998:81) This concept is based on the idea that each nation is associated with a specific culture and language, leading to the anticipation of a "culture shock" when individuals navigate across these political boundaries.
Cross-cultural communication involves the interaction between different cultures, focusing on both the differences and similarities that influence people's behaviors It emphasizes the importance of understanding cultural encounters, highlighting how diverse cultural aspects can coexist and impact communication.
A cross-cultural approach in foreign language teaching helps students recognize cultural differences and develop the knowledge and skills needed to navigate complex cross-cultural situations, ultimately enhancing their ability to communicate effectively.
Culture teaching in conversational classes
2.2.1 What aspect of culture should be taught
As mentioned earlier, culture is defined differently from different aspects Researchers, therefore, have made many attempts to find out relevant cultural issues to delivers in foreign language lessons
Stephen More (1985) identifies the components of culture as: beliefs, values, norms, roles, role conflicts and status, and those of language as morphemes, words and sentences
Nelson Brooks (1983) defines culture through five key meanings: growth, refinement, fine arts, patterns of living, and total way of life He emphasizes that patterns of living should be the primary focus in educational settings, as they are often the least understood yet most crucial during the early stages of language instruction Brooks categorizes this concept as "culture 4," highlighting its significance in effective teaching practices.
Culture 4 encompasses the individual's role within the diverse and ever-changing patterns of life, providing frameworks for attitudes and behaviors in various situations From infancy, each person interprets the world around them, builds relationships with others, and engages with the social structures they belong to, guided by these cultural models.
In language instruction, culture can be categorized into two types: "deep culture," or "culture with a little c," which emphasizes behavioral patterns and lifestyles, such as greetings and expressions of sympathy; and "culture with a big C," which encompasses significant humanistic contributions like art, music, literature, architecture, technology, and politics.
Gail Robinson (1985), a prominent American researcher in cross-cultural education, highlights that when educators are prompted to define "culture," their responses typically encompass three interconnected categories: products, ideas, and behaviors This expansion of "little c" culture, which pertains to behavioral aspects, can be illustrated through various diagrams.
In conversational classes, it is essential to incorporate both "big C" culture, which encompasses major cultural elements, and "little c" culture, which includes everyday practices and behaviors The exploration of culturally influenced behaviors should emerge naturally from the language being studied, while also being distinctly recognized and consistently integrated into the lessons, as emphasized by Tomalin and Stempleski (1993).
2.2.2 Task based approach in incorporate culture into teaching
Intercultural communicative competence is a crucial objective in English as a Foreign Language (EFL) education; however, many training materials fall short in effectively integrating cultural elements into lessons Incorporating culture in English speaking classes requires more than just teachers providing information and students taking notes As Willis (1996) emphasizes, effective classroom tasks should be goal-oriented activities that enable learners to use language to achieve tangible outcomes, thereby actively engaging them and enhancing their skills in negotiating meaning Similarly, Nunan highlights that a task should involve learners in comprehending, manipulating, producing, or interacting in the target language, with a primary focus on meaning rather than form.
Behaviors Customs Habits Dress Foods leisure
Products Literature Folklore Art Music artefacts
Activities for raising students’ cultural awareness in conversational classes9
2.3.1 Goals for incorporating culture into English speaking class
According to Seelye (1994), to teach culture for understanding, the following goals should be achieved:
Goal 1: Interest – The student demonstrates curiosity about the target culture and empathy toward its people
Goal 2: Who – The student recognizes the role expectations and other social variables such as age, sex, social class, ethnicity and place of residence affect the way people speak and behave
Goal 3: What – The student realizes that effective communication requires discovering the culturally conditioned images that are evoked in the minds of people when they think, act, and react to the world around them
Goal 4: Where and when – The student recognizes situational variables and convention shape behavior in important ways (S/he needs to know how people in the target culture act in common mundane and crisis situations)
Goal 5: Why – The student understands that people generally act the way they do because they are using options society allows for satisfying basic physical and psychological needs, and that cultural patterns are interrelated and tend mutually to support need satisfaction
Goal 6: Exploration – The student can evaluate a generalization about the target culture in terms of the amount of evidence substantiating it, and has the skills needed to locate and organize information about the target culture from the library, the mass media, people, and personal observation
According to Tomalin and Stempleski (1993:7-8), Seelye (1993), Hammerly (1982, pp.522-
524), and Stern (1992, pp.212-215), the teaching of culture has the following goals:
To help students to develop an understanding of the fact that all people exhibit culturally – conditioned behaviors
To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave
To help students to become more aware of conventional behavior in common situations in the target culture
To help students to increase their awareness of the cultural connotations of words and phrases in the target language
To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence
To help students to develop the necessary skills to locate and organize information about the target culture
To stimulate students‟ intellectual curiosity about the target culture, and to encourage empathy towards its people
To help students develop an understanding of the dynamic nature of the target culture, as well as their own culture
2.3.2 Activities for raising students’ cultural awareness in conversational classes
Teaching culture demands significant effort from educators to enhance students' cultural awareness with enthusiasm This article summarizes practical activities developed by Christine Elmore, with contributions from Elisabeth Peterson, Brownyn Coltrane, and Deborah Peck.
2.3.2.1 The summary of Christine Elmore’s activities
Christine Elmore (www.google.com) has summarized twelve ways of teaching culture as follows:
From the very first day of class, teachers should create a cultural island in their classrooms using posters, pictures, maps, signs, and realia to help students develop a mental image of foreign cultures Assigning students foreign names can spark their interest, while short presentations with relevant visuals can enhance their understanding It's important to raise awareness of the influence of various foreign cultures in their own country by introducing borrowed words and place names, showing students that they already know many terms in the target language, such as poncho, fiesta, and rodeo A great introductory activity is to send students on cultural scavenger hunts in supermarkets and department stores to compile lists of imported goods.
* Culture Capsules (developed by Taylor & Sorenson, 1961)
Culture capsules are brief presentations prepared by students outside of class, typically lasting 5 to 10 minutes They focus on highlighting a minimal difference between the student's native culture and the target culture, offering insights into aspects such as meal customs or marriage traditions While teachers can provide contrasting information, it is often more impactful when students identify and discuss these cultural differences themselves.
Culture capsules are usually done orally with the teacher giving a brief lecture on the chosen cultural point and then leading a discussion about the differences between cultures
A culture cluster consists of three or more illustrated culture capsules focused on related themes, accompanied by a 30-minute classroom simulation or skit that integrates the capsule information, with the teacher serving as the narrator For instance, a culture cluster centered on the importance of grades for university students could include a capsule explaining how grade point averages are calculated, along with another capsule discussing the various decisions influenced by these averages, such as graduate school acceptance, scholarship opportunities, and job prospects.
The culture assimilator offers students 75 to 100 episodes that illustrate target cultural behaviors through concise written descriptions of interactions between individuals from the target culture and those from other cultures, typically the students' native culture Each scenario is accompanied by four potential interpretations of the behaviors, actions, or words exhibited by the participants, focusing particularly on the conduct of the individuals from the target culture.
Students review the description in the assimilator and select the option they believe best interprets the interaction After everyone has made their selections, the teacher facilitates a discussion to clarify why certain options are deemed correct or incorrect in their interpretations.
Critical incidents serve as an effective method for teaching culture by presenting situations that require participants to make decisions These scenarios are relatable and do not necessarily involve intercultural interactions The process begins with students reading the incident independently and reflecting on their choices Following this, they engage in small group discussions to share their reasoning This culminates in a larger group discussion, allowing students to compare their decisions with those of native members of the target culture, fostering a deeper understanding of cultural perspectives.
Mini-dramas are short narratives consisting of three to five episodes that highlight misunderstandings and miscommunication between cultures Each episode reveals additional context, but the true nature of the misunderstanding is only clarified in the final scene Following each episode, teachers facilitate discussions with open-ended questions to deepen understanding These dramas are designed to elicit empathy for non-native individuals who experience cultural misunderstandings, ultimately culminating in an explanation from a knowledgeable character that clarifies the intentions of the target culture member, revealing that they were not at fault.
Mini-dramas involve distributing scripts and assigning roles for students to act Following each performance, the teacher engages the class in a discussion about the characters' actions and dialogue, prompting them to analyze and form judgments about the characters Once all scenes are performed and the knowledgeable figure shares insights, students are encouraged to reinterpret their observations based on the new information provided.
Audio-motor units are effective tools that provide verbal instructions for students to perform various physical actions They are particularly useful for teaching cultural routines, such as eating with utensils, shaking hands, actively listening, and standing in line to purchase tickets.
SITUATION ANALYSIS
Situation analysis
The study conducted at HaUI focuses on English major students training to become interpreters and translators, who, like their peers at other universities, engage in English courses for four years Key textbooks, including Let’s Talk 2, Speak Up, Listen to It, and Academic Writing, are utilized to enhance the four fundamental language skills In the first semester, Let’s Talk 2 is primarily used to develop students' speaking abilities, aiming to equip them with the skills needed for common conversational scenarios However, the textbook tends to emphasize expressions, and there has been limited attention given to cross-cultural issues within the curriculum at HaUI.
The study is carried out with the participation of 180 students (from English classes 1A,1B, 1C, 2A, 2B) and 40 teachers at HaUI in 15 weeks
All the 40 teachers participating in the study graduated from University of Languages and International Studies, Vietnam National University, Hanoi They have been teaching English for at least 3 years.
Data collection instruments
At the time of the study, students are beginning the second semester of their first year
This action research employs a variety of data collection methods to gather both qualitative and quantitative information, utilizing analytical and exploratory-interpretive paradigms within applied linguistics Data will be sourced from questionnaires, observations, and informal discussions to ensure a comprehensive understanding of the subject matter.
Prior to the study, a questionnaire was distributed among teachers and first-year English major students at HaUI to gain insights into the current teaching and learning culture The aim was to assess their expectations regarding the incorporation of cultural elements into English language education.
After the course, a test is given to see if there is any progress in participants‟ cultural knowledge
A survey questionnaire is conducted after the test to find out explanations for the changes
Observation and formal discussions are combined with the other methods during the study
This data collection tool aims to assess teachers' and students' perspectives on the importance of cultural awareness in education Additionally, the author seeks to evaluate the impact of various teaching methods on students' achievements in English culture within speaking classes.
The questionnaire is clearly designed, with each taking approximately 15 minutes of class time to complete The author provides careful explanations for each item, encouraging respondents to answer truthfully.
The author presented the results of the questionnaires in tables and charts Besides survey questionnaire, the author also applied other methods as mentioned above
A cultural awareness assessment test was administered twice before the course and after the course
The author, along with two teachers from HaUI, will conduct separate observations of four classes using a checklist created by the author This checklist will assess students' attitudes towards the teachers' activities, their level of engagement, and their preferences for various activities.
Informal discussions will be conducted during short breaks and gatherings during the course.
Data analysis
A survey involving 40 teachers from the English Department at HaUI was conducted to assess the current integration of cultural elements in English speaking classes and to gauge teachers' attitudes toward this practice The analysis of the survey data revealed insights into the effectiveness and significance of incorporating cultural aspects into language instruction.
3.3.1.1 An overview of culture teaching in HaUI (Questions 1,2)
Question 1 : Do you often include cultural knowledge in your speaking lessons?
The answers to the question are shown in the chart as below:
Yes, very often Yes, sometimes Rarely
A recent assessment of speaking instruction at HaUI reveals that 67% of teachers occasionally incorporate cultural elements into their conversational lessons, while 22% rarely address cultural topics Notably, 11% of educators do not engage with any cross-cultural aspects in their teaching.
Question 2 : Do you often intend to make the speaking lessons more interesting with cross
– cultural activities or just mention cultural notes as they appear in the course books?
Mention only the culture note Others
According to the data from question 3, a significant majority of teachers (67%) reference cultural elements primarily when they appear in the "Culture note" section of the textbook Meanwhile, 23% of educators occasionally incorporate cultural information into their lectures to enhance engagement The limited inclusion of cultural content in speaking lessons is largely attributed to a lack of knowledge about cultural topics and insufficient time for preparation.
3.3.1.2 Teachers’ opinions of the difficulties in delivering cross – cultural elements in speaking classes (Questions 3 )
Question 3 : What are your reasons for not having cultural issues discussed in your speaking lessons frequently?
You are not interested in delivering cultural issues
You are interested but have no time to prepare for the lessons
Students can learn cultural issues at home
A significant 56% of teachers express interest in incorporating cultural information into speaking lessons, yet they often face challenges that hinder this integration Key obstacles include insufficient preparation time and an overloaded curriculum, with 22% citing these as reasons for their limited focus on culture Additionally, another 22% believe that students can learn about cultural issues at home Informal discussions reveal that a lack of teaching aids further restricts teachers from providing engaging cross-cultural content Therefore, it is essential for educators to have opportunities to enhance their cultural knowledge and access to adequate teaching resources to effectively incorporate cross-cultural activities in English lessons.
3.3.1.3 Teachers’ opinions of the necessity of including cultural information in the lessons (Questions 5)
Question 5 : How important is English cultural knowledge to your English teaching?
Teachers very important important rather important not important at all
A significant 78% of teachers believe that cultural education is vital in language learning, with 22% deeming it essential and 56% recognizing its importance in classroom discussions These educators emphasize the value of incorporating English cultural knowledge into teaching practices, highlighting its role in enhancing students' understanding of the language.
Teachers emphasize the importance of teaching culture alongside language, as understanding cultural context enhances language acquisition and improves communication skills for students.
3.3.1.4 Teachers’ opinions of the cross – cultural topics and activities for speaking lessons
All teachers expressed a preference for the topics listed in question 7, including people, living conditions, food and drink, work, entertainment, relationships, values, and attitudes This indicates a strong inclination to address common communication issues during speaking lessons Such an approach is practical, as it allows students to easily identify the differences and similarities between Vietnamese and English cultures in various everyday scenarios.
When asked about the source that they obtain cultural knowledge all the teachers agree that they search the internet, read books and watch TV for cultural information
Regarding the activities, most of the teachers confide that role play, quizzes are effective in
Incorporating a "teaching" culture into speaking lessons enhances student engagement and enjoyment Activities like quizzes foster a competitive spirit among teams, while role-playing scenarios effectively reinforce cultural concepts, making them more memorable for students.
3.3.1.5 Teacher’s difficulties in incorporating culture into speaking classes
A significant 63% of teachers express that their main challenge in teaching culture is the lack of effective strategies, while 36% cite insufficient teaching materials as a barrier Consequently, many educators believe that addressing these challenges would make it possible to incorporate cultural topics into speaking lessons effectively.
3.3.2 Applied activities for raising students’ cross-cultural awareness in speaking classes at HaUI
The literature review highlights various strategies for integrating culture into language education For this study, specific activities were chosen based on surveys conducted with teachers and students at HaUI, along with results from cultural assessment tests Furthermore, the selected textbook for the speaking lessons for first-year students in their second semester is "Let’s Talk."
2 Basing on these facts, we choose some activities to apply in HaUI context as follows: cultural islands, action logs, reformulation, quizzes, role plays, proverbs, problem solving, prediction, research
At the start of the semester, students are immersed in the target culture through various visual aids, including posters, maps, and significant artifacts They explore famous personalities and geographical representations of the USA and Great Britain, while also learning about borrowed English terms like tennis, rock, pop, and pudding These engaging activities enhance their cross-cultural awareness, supported by a brief presentation from the teacher highlighting the significance of English culture in language learning.
Participants are encouraged to create personalized notebooks or action logs to document the cultural insights gained from each lesson These notebooks serve as a valuable resource for revisiting information as needed Additionally, participants are invited to evaluate each class activity based on their interest, usefulness, and difficulty, fostering a deeper engagement with the learning process.
Students also have chances to get involved in role plays, quizzes, problem solving, discussions, proverbs, prediction and research
In the "Quizzes" activity, students are divided into teams of 2 or 3 to compete in answering questions read by the teacher from slides or handouts For instance, when discussing formal handshaking, the teacher presents four different images, and students must identify the one that depicts the appropriate handshake This engaging format encourages teamwork and reinforces learning through competition.
In role play activities, students engage in scripted scenarios provided by the teacher, where some assume specific roles while others observe This exercise allows participants to identify cultural differences and inappropriate behaviors, fostering a deeper understanding of social interactions For instance, during a role play of a first appointment, students greet each other and ask questions, while their peers analyze and compare the nuances of Vietnamese and English cultures within the same context.
In problem-solving activities, students engage both individually and in groups to address communication misunderstandings Teachers facilitate this process by providing necessary explanations and guidance Students are presented with situations that require independent decision-making, after which they collaborate in groups to discuss their choices and the rationale behind them This collaborative effort allows students to compare their decisions and reasoning with those of native members of the target culture, fostering a deeper understanding of diverse perspectives.
Discussion of the findings
A survey involving 40 teachers and 180 students was conducted using various methods, including action research and questionnaires, to ensure reliable results regarding the current state of speaking instruction at HaUI The findings highlighted significant insights into the teaching and learning environment and emphasized the need for supplementary activities to enhance students' cross-cultural awareness These results support existing theories on the critical role of culture in foreign language acquisition, as discussed in the Literature Review.
Most teachers recognize the importance of integrating culture into speaking lessons; however, at HaUI, there is a lack of focus on cultural elements due to several factors Primarily, teachers struggle with time constraints that limit their ability to prepare for this aspect of their lessons Additionally, there is a scarcity of materials and teaching aids necessary for effective cultural instruction Moreover, some educators question the necessity of including cultural components in their teaching.
„culture‟ and some do not know how to teach „culture‟ effectively
Before the study, students had limited awareness of cross-cultural issues However, the initial findings indicate a significant improvement in their understanding and opinions regarding cultural matters after the study.
Survey results and observations indicate that students are more engaged in interactive activities such as quizzes, role plays, and problem-solving discussions than in simple tasks that require them to articulate cultural responses Quizzes are particularly popular due to the competitive element they introduce, while role plays also captivate student interest Conversely, students show minimal enthusiasm for activities like action logs or diary writing, often citing a lack of time for reflection Although proverbs enhance their understanding of English culture, students sometimes struggle to remember them Test results demonstrate a positive shift in students' cultural knowledge, highlighting the effectiveness of these initial activity stages.
Teachers and students continue to face significant challenges in the realm of language education To enhance the learning experience, it is essential for teachers to be equipped with modern teaching aids and sufficient materials, as these tools are crucial for implementing their instructional ideas effectively Additionally, educators need guidance on how to integrate cultural elements into speaking lessons to improve cross-cultural awareness among students However, the current speaking curricula often prioritize grammar and vocabulary over cultural activities, leaving little room for meaningful engagement Students also struggle due to limited opportunities to practice their knowledge, diverse backgrounds, and sometimes a lack of foundational knowledge necessary for discussions Furthermore, inadequate learning materials and classroom resources can diminish their enthusiasm for cross-cultural activities.
Implications for raising HaUI students’ cross – cultural awareness
To gain a well-rounded understanding of the target culture, it is essential to present students with diverse sources of information This includes various materials that can enhance cultural teaching Furthermore, educators should have access to current and relevant resources to effectively teach culture.
It apears that students are interested in the following activities Therefore, teachers should focus on these activity types and design tasks for students in speaking classes
When selecting activities for speaking lessons, teachers should consider the topic to ensure the content aligns effectively It's essential to maintain a balance between cultural and linguistic elements to enhance the learning experience.
Personalizing activities and content is essential for enhancing students' cultural understanding While discussing a distant country can be informative, it risks leading to stereotypes unless students can connect those issues to their own experiences Language teachers recognize that students are often eager to share their personal stories, making it crucial to foster these connections for deeper engagement.
Understanding your students is crucial when teaching English as a Foreign Language (EFL) While you may focus on imparting cultural knowledge, it's important to recognize that students may not grasp every word you say Although challenges can enhance learning, consistently using overly complex language or materials can lead to a decline in student interest in the target culture.
Engaging students in the study of a foreign culture, even one they may never visit, can be achieved by highlighting its intriguing aspects By presenting these elements in a captivating manner and utilizing diverse teaching approaches, you can foster a rich cultural experience Your enthusiasm for the subject will further enhance the learning environment, making the class both informative and exciting for your students.
Students learn more in groups They have more opportunities for using the target language, discussing the target culture, and gaining additional perspectives on their own cultural
Don’t try to cover everything
Culture is a vast construct, encompassing the institutions, behaviors, and various man-made elements of diverse groups While it's impossible to fully understand our own culture, we can create pathways to enhance our knowledge and appreciation of it Instead of feeling disheartened by our limitations in teaching about culture, we should embrace the opportunity to foster intercultural awareness and understanding.
CONCLUSION
Summary of the study
At HaUI, cross-cultural activities are currently underrepresented in English speaking classes for English majors To address this gap, the researcher has undertaken a study aimed at identifying effective activities that can enhance cross-cultural awareness among HaUI students, while also exploring the challenges of integrating cultural issues into speaking lessons.
The study involved 30 teachers and 180 students, who completed survey questionnaires prior to the research Additionally, students underwent a cultural assessment test both before and after the study to evaluate the impact of the intervention.
The author has analyzed the survey questionnaires and changes in students results of cultural assessment test before and after the study
Surveys indicate that teachers at HaUI have largely overlooked the integration of cultural issues in speaking lessons; however, students express a positive attitude toward incorporating culture into their English learning Test results reveal a significant improvement in students' cultural knowledge, with many favoring cross-cultural activities, which they deem essential for effective English teaching and learning The most popular activities among students include quizzes, role plays, problem-solving, and discussions, while they show less interest in action logs and reformulation exercises.
Teachers face challenges in implementing cross-cultural activities due to a lack of materials, teaching aids, and overloaded curricula They struggle with effectively teaching culture, while students often lack the necessary background knowledge, even in their mother tongue, to engage in discussions about cultural issues Additionally, students report insufficient access to cultural materials, and issues with malfunctioning teaching equipment hinder their focus during speaking lessons.
After the study, the author has discussed with teachers at HaUI about raising students‟ cross- cultural awareness and share with them her experience from the study.
Limitations of the study
The study focused exclusively on speaking classes, omitting writing, reading, and listening components It incorporated activities such as quizzes, research, action logs, role play, problem solving, and cultural exercises, but did not utilize culture assimilators, cultoons, audio-motor units, or ethnographic studies Participants were solely English majors, and the author failed to address the balance between linguistic and cultural content in the English training curriculum, as well as effective tools for assessing students' cultural knowledge.
Suggestions for further study
This study has focused on some activities to raise students‟ cross – cultural awareness in speaking classes It should be further implemented in the class of reading, listening and writing
Further research is needed to explore additional activities not included in this study, such as culture assimilators, cultoons, culture capsules, audio-motor units, festival celebrations, ethnographic studies, and literature These methods should be evaluated for their effectiveness in enhancing cross-cultural awareness.
Further research can also be implemented in classes for non – majors to see whether the activities used in the study are effective for non-majors or not
There should also be research on how to balance the linguistic content and cultural content in English training curriculum and effective tools to measure students‟ cultural knowledge
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Cullen at ks.kyy.nitech.ac.jp
23 British Culture, British Customs and British Tradition www.learnenglish.de/culture.htm#Bottom
24 Dimitrios Thanasoulas, The Importance Of Teaching Culture in the Foreign Language
Classroom, Member of TESOL Greece and the AILA Scientific Commission on Learner Autonomy, akasa74@hotmail.com
Appendix 1: Questionnaire (for teachers of English)
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE TEACHING
This survey aims to gather information for a study focused on enhancing the cross-cultural awareness of Haui students The insights gained from your responses will significantly contribute to our research We appreciate your help in completing the survey, and please rest assured that all data collected will be used solely for research purposes, ensuring your anonymity in any discussions of the findings.
Please put a tick, or ticks, or write some words for your answers
1 Do you often include cultural knowledge in your speaking lessons?
2 Do you often intend to make your speaking lessons more interesting with cross – cultural activities or just mention cultural notes as they appear in the course books?
□ No, I mention only the cultural notes printed in the course book
3 What are your reasons for not having cultural issues discussed in your speaking lessons frequently?
□ You are not interested in delivering cultural issues
□ You are interested in delivering cultural issues but you don‟t have time to prepare for the lessons
□ The curriculum is overloaded There is no more time left for cultural issues
□ You think students can prepare this kind of knowledge themselves
4.How do you evaluate your own English cultural knowledge?
5.How important is English cultural knowledge to your English teaching?
Please explain why you think so:………
6 Do you think that it is suitable and feasible to deliver cultural information in speaking lessons?
7 Which English cultural elements do you find most motivated in English language teaching?
8 If all teaching conditions are favorable, how often do you want to have English cultural issues discussed in your lessons?
9 In what way have you managed to obtain English cultural knowledge?
□ CDs □ Your own information □ Photographs
10 If you plan to have a cross – cultural activity in your class, what sources do you think motivate students the most?
□ Magazines articles □ Your own knowledge and experience
11 Which of the following activities do you find effective in delivering cultural issues in speaking lesson?
12 What difficulties have you met in your delivering cultural issues in speaking lessons?
□ You are not interested in including cross – cultural activities in speaking lessons
□ You don‟t have sufficient materials and teaching aids
□ You don‟t know how to “teach” culture effectively
□ You feel that students are not interested in cross – cultural activities
Thank you so much for your cooperation!
Pre-course questionnaire (for students of English)
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE LEARNING
This survey aims to gather information for a study focused on enhancing cross-cultural awareness among Haui students The insights gained will significantly contribute to our research Your participation in completing the survey is greatly valued, and rest assured, all responses will remain confidential and will be used solely for research purposes.
Please put a tick, or ticks, or write some words for your answers
1 Do you often participate in cross – cultural activities in speaking lessons?
2 How do you evaluate your own English cultural knowledge?
3 How important is English cultural knowledge to English learning?
Please explain why you think so:………
4 Which English cultural elements do you find most motivated in English language learning?
5 How often do you want to have English cultural issues taught?
6 In what way have you managed to obtain English cultural knowledge?
□ CDs □ Your own information □ Photographs
Thank you so much for your cooperation!
SURVEY QUESTIONNAIRE ON ENGLISH CULTURE TEACHING AND LEARNING
This survey aims to gather information for a study focused on teaching and learning English culture The results will be crucial in identifying effective methods for integrating English cultural elements into language training Your participation in completing this survey is greatly appreciated, and please rest assured that all responses will be used solely for research purposes, ensuring your anonymity in any discussions regarding the data.
Please put a tick, or ticks, or write some words for your answers
1 How do you evaluate your own English cultural knowledge?
2 How important is English cultural knowledge to your English learning?
Please explain why you think so:………
3 How often do you want to have English cultural issues taught ?
4 What do you think of the activities used in the course? Please tick the right column
Activities Your comments Your participation
( work in pairs, in groups, do tasks…)
5 What are your problems in learning culture in the course?
□ You are not provided with sufficient materials
□ You do not have chances for practicing your cultural knowledge
□ You find it difficult to understand cultural issues
6 Do you have any recommendations or requests on cultural teaching in English language learning?
Thank you so much for your cooperation!
Appendix 4 Cultural assessment test 1 Choose an answer/ or answers for the following questions
1 You’ve just been introduced to a British or American friend’s colleage What would you do?
B Say nothing and shake hands
C Say, “Nice to meet you”, and shake hands
2 English people avoid this in conversations with a new acquaintance:
D Where are you living now?
3 When an American gives a compliment, ‘Your dress is beautiful.’, you should say:
4 When an English suggests you have some more food or drink, you usually refuse this way:
5 When an English suggests you have some more food or drink, you usually accept this way:
C Yes, do it right now
6 When you want to ask for confirmation, you should avoid:
C Do you mean to say that….?
7 When you want to express disagreement, you should avoid saying:
C You could say that, but…
D That‟s more or less true, but…
8 Talking to a fat woman for the first time, you should:
A Ask, „How much do you weigh?‟
B Ask, „ Do you want to loose weight?
C Suggest, „I know a good recipe for fat ladies Would you like to try?‟
D Ask nothing about the woman‟s weight
9 When an English point up his/ her finger to you, it means:
10 You’ve been having digestive problems for a week, and have just started to feel better You met a British friend at a party.Your friend says, ‘How are you?’ What would you do?
A Start talking in detail about your problem
B Say, “Fine, thanks How are you?”
C Say, “Not bad, thanks How are you?”
11 You are visiting an American friend in her new apartment You like the apartment and you want your friend know, What would you do? a Say, “You apartment is nice How much is the rent?” b Say, „Gee, this place is really nice.” c Say, „I really like your apartment” d Say nothing, but show that you are interested in by walking around, looking at everything in the apartment, and picking up everything that is movable
12 You are 20 minutes late for class The teacher is explaining something to the class when you arrive What would you do? a Go in, walk up to the teacher and apologize b Wait outside the classroom until the class is over and then apologize to the teacher c Knock on the door and wait for the teacher to tell you it‟s OK to come in d Go in as quietly as you can and take a seat
No Questions True False Don’t know
1 In social situations, a man is traditionally introduced to a woman
2 The greeting topic of conversation for the Vietnamese is the family, the British the weather, and Americans the geographical association
3 It is quite normal to ask Amercians questions about their salary
4 Saying “Thank you” is a common way of reacting to a compliment
5 “Excuse me” is a way of attracting attention
6 “How are you?” is a request for information about a person‟s health
7 The British do shake hands when first introduced to new people, and they also do that when parting
In formal settings, social kissing, typically a quick peck on the cheek, is common among men and women, as well as between close female friends However, it is unusual to witness two British men engaging in this gesture, even if it is just a cheek kiss.
When meeting someone, it's common for them to introduce themselves by offering their name before saying hello To establish a first-name basis, you can reinforce this by repeating your own first name during the introduction.
10 If you are talking to someone, it is acceptable if they approach closer that about 2 feet
11 People ask, „What‟s wrong?‟ if they see by a person‟s expression that something is bothering him or her
12 If you have an appointment, you‟ll mutter an excuse if you are 5 minutes late, and apologized profusely if it‟s ten minutes An hour late is almost inexcusable
Examining cultural behavior Activity type: Culture assimilators Aim: To increase awareness of appropriate behavior in English-speaking cultures; to compare and contrast these behavior patterns with those in Vietnam
Materials: A task sheet for each student
Preparation: Design a task sheet Make enough copies to give to each student
In class: 1 Divide the class into groups of three or four
2 Distribute the task sheet and explain the task to the students They are to work together in groups, discussing the situations and deciding what they would do in each situation
3 The groups work together, discussing the situations, and answering the questions
4 After the students have completed the task sheet, a volunteer from each group summerizes the group‟s discussion and answers
5 Ask the students what they would do if they were in the same situations in Vietnam?
6 The students continue to work in groups, discussing their answers in small groups, conduct a whole-class discussion on the following questions:
- What did you learn about behavior in English-speaking countries from these activities?
- What did you learn about behaviour in Vietnam?
Collaborate with a partner to explore various scenarios that could occur in English-speaking countries Consider your responses to each situation, as multiple solutions may be applicable.
1 Someone introduces you to a British friend What would you do? a Say, “Hello”, and bow b Say nothing and shake hands c Say, “Glad to see you”, and shkae hands d SAY, “Hi”
2 You meet your friend What would you do to greet him/ her? a Say, “Hello” b Ask, “Hey, where are you going?‟ c Ask, “Is it you, [your friend‟s name]?” d Say, “Good to see you again How are you?”
3 You are a person on the computer helpline How do you start a conversation on the telephone? a Say, “Hello” b Say, “Hello.IT helpline I‟m Barry How can I help you?” c Say, “Hello Who‟s that?” d Say, “Hello What do you want?”
4 You would like to have a meeting with a customer What would you say to arrange it? a Say, “I want us to have a meeting on Friday Is it ok for you?” b Say, “Let‟s have a meeting on Friday.” c Ask, “Can we meet on Friday?” d Ask, “Why don‟t we have a meeting on Friday?”
5 You‟ve been having health problems for a week, and have just started to feel better