Rationale
In today's interconnected world, understanding diverse cultures is crucial for effective communication As a result, cultural awareness has become a vital aspect of education, particularly in language learning Mastering a foreign or second language involves various elements, including grammatical and communicative competence, language proficiency, and a shift in attitudes toward both one's own culture and that of others.
As a result, in recent years, many foreign/ second language teachers have been aware of the importance of teaching the culture of the target language
Seelye (1993) emphasizes the importance of teaching culture alongside language, noting that incorporating cultural aspects into the curriculum enhances students' communicative competence As a result, language teachers increasingly acknowledge that cultural elements have been implicitly integrated into foreign and second language classrooms Kramsch's insightful observations further highlight the significance of this approach in language education.
Culture is an integral aspect of language learning, not just an additional skill alongside speaking, listening, reading, and writing From the very beginning, it influences learners, often revealing the gaps in their communicative competence and challenging their understanding of the world.
Culture significantly influences language education, making it essential to integrate cross-cultural elements into language teaching This study focuses on enhancing English speaking classes for Vietnamese students at Sao Do University by examining the incorporation of cultural aspects in the curriculum.
Aims of the study
The aims of the thesis are:
- To investigate the attitudes of students towards the roles of cross-cultural knowledge in language speaking class
- To analyze the problems facing by students in integrating cross-cultural issues in conversational activities
- To suggest some practical methods and techniques to teach cross-cultural integrated speaking lessons.
Research questions
1- What are the attitudes of students towards the roles of cross-culture in language speaking class?
2- What are the problems facing by the students in integrating cross-cultural issues in conversational activities?
3- How can the teachers integrate cross-cultural elements in English speaking classes?
Scope of the study
In today's globalized world, it is essential for language teachers to incorporate cultural elements into their lessons This integration not only raises students' awareness of cultural differences but also fosters cultural competence, enabling effective communication within the target language's society.
To enhance English speaking skills among Vietnamese-study major students at SDU, the researcher focused on integrating cross-cultural elements into speaking classes through various methods and techniques.
This article explores common concerns among English teachers, focusing on intermediate students' attitudes toward cross-cultural roles in language speaking classes It analyzes the challenges these students encounter while studying cross-culture and examines the cultural aspects integral to language teaching A key emphasis is placed on discussing effective methods and techniques to enhance cross-cultural teaching practices.
To achieve the stated objectives, an action research study is conducted utilizing qualitative methods as the primary methodologies The conclusions drawn are primarily based on the analysis of statistical data and relevant references.
The thesis consists of three parts:
This part includes the rationale, aims, scope of the study, methods and design of the study
This part is divided into three chapters
In this chapter, theories of culture, cross-culture, process of communication, need for cross-culture teaching, and principles for cross-culture teaching are critically discussed
In this chapter, the context as well as the method and procedure of the study are clearly indicated
Chapter III: DATA ANALYSIS AND FINDINGS
The findings of the data analysis are illustrated to highlight the challenges associated with teaching cross-cultural elements in language speaking classes A thorough and critical examination of the data clarifies these issues, providing valuable insights for educators.
The study proposes various methods and techniques tailored to enhance cross-cultural teaching in speaking classes, aiming to improve the overall educational experience.
Summary of the major findings and suggestions for further research are presented in this part
CHAPTER I: THEORETICAL PRELIMINARIES 1.1 What is culture?
Culture encompasses shared behaviors and beliefs within a society, yet it is essential to recognize that individuals, even in the simplest communities, do not think or act identically Various authors offer diverse definitions of culture, highlighting its complexity and the unique perspectives each person brings to it.
UNESCO (1996:108) defines culture as a collection of symbolic systems that govern behavior and facilitate communication among diverse groups, thereby forming distinct and instinctive communities.
Culture fundamentally shapes our identity and behavior, often making us feel like strangers when we are away from home It encompasses the beliefs and expectations regarding communication and actions that become instinctive through social learning When surrounded by those who share the same cultural background, individuals naturally align in their perspectives and understandings, allowing for seamless interactions without the need for conscious thought.
Ferrando (1996:18) considers Culture according to the nature of human beings‟ possession, perception and action: Culture is everything that one has, thinks, and does as a member of a society
Table 1: Ferrando’s definition of culture
Levine and Adelman (1993) present a compelling perspective on culture, likening it to an iceberg where only a small portion is visible They argue that the unseen elements of culture significantly impact individual behavior and interactions, often more so than the observable aspects This hidden nature of cultural influences can lead to challenges in cross-cultural communication, highlighting the importance of understanding both the visible and invisible factors that shape cultural experiences.
Different definitions of culture embody various theoretical concepts, making it essential for researchers to select the definition that best supports their study In this context, the thesis author identifies a particular definition that aligns with her research objectives.
Sikkema and Niyekawa (1987: 27) useful because of its influence on communication
Culture encompasses the collective ways of living, including values, beliefs, aesthetic standards, linguistic expressions, thought patterns, behavioral norms, and communication styles that a group of people has cultivated to ensure its survival within a specific physical and social environment.
Culture should be understood as a dynamic process of interaction rather than a static set of facts, which supports the integration of cultural elements in second and foreign language education The author is particularly drawn to this perspective because the factors influencing intercultural and cross-cultural communication are crucial for effective classroom practices in language learning.
Cross-culture can be understood as “the meeting of two cultures or languages across the political boundaries of nation-states” (Kramsch, 1998: 81) The term
Cross-cultural or intercultural communication refers to the interaction between individuals from different cultural backgrounds, emphasizing the importance of understanding and bridging cultural differences This form of communication often presents more challenges than interactions among individuals from the same culture, as each participant may interpret messages through their own cultural lens, leading to potential misunderstandings Research highlights the significance of effective cross-cultural communication in various real-life contexts, including job interviews, doctor-patient interactions, and legal settings Ultimately, cross-cultural communication involves the exchange and negotiation of ideas, information, feelings, and attitudes, necessitating an awareness of cultural conventions to facilitate understanding.
Effective communication hinges on understanding its symbolic nature, as it encompasses various forms of symbols that represent ideas or concepts (Yule, 2000) This intricate process includes not only verbal symbols but also non-verbal elements like gestures and body language Importantly, the relationship between symbols and their meanings is arbitrary and culturally determined, meaning that individuals outside a group's shared understanding of these symbols may struggle to communicate effectively (Brain, cited by Gudykunst and Young, 2002).