Rationale
Language and culture are deeply interconnected, with each influencing the other Cultural norms shape language use, and what is acceptable in one culture may not be in another As individuals interact across cultures, these differences become evident According to Bentahila and Davies (1998), learners who lack familiarity with the cultural norms of native speakers may struggle with communication For Vietnamese students learning English, understanding cultural context is essential, as second language acquisition is inherently linked to second culture learning Without cultural knowledge, foreign language instruction remains incomplete, hindering effective communication and comprehension Ultimately, grasping the cultural nuances of a community is crucial for meaningful interactions.
English, as a dominant language in global communication, has been taught in Vietnam for decades and is now a mandatory subject in schools, colleges, and universities This has led to the availability of various English teaching and learning materials However, the focus remains heavily on structural rules and grammar, often neglecting the cultural context essential for effective communication As a result, students may struggle with contextual and cultural appropriateness in their interactions Understanding the culture of English-speaking countries is vital for language learners, as it enriches their communication skills and helps them navigate culturally appropriate behaviors, such as making requests or expressing gratitude Therefore, integrating cultural knowledge into English language education is crucial for fostering successful communication.
Understanding a language involves not only knowledge of grammar, phonology and lexis but also of certain features and characteristics of the culture
For the aforementioned reasons, the author has decided to choose “Cultural Elements via
Linguistic Means in New Headway Textbooks” as the topic for this thesis.
Aims of the study
This research was carried out to serve the following purposes:
- To identify British and American cultural elements revealed in the New Headway Textbooks ( at Elementary, pre-intermediate, and Intermediate levels )
- To raise the teachers‟ and students‟ awareness of the importance of cultural knowledge in cross-cultural communication as well as in mastering English language
- To give suggestions for incorporating culture teaching into language teaching so that English learning and teaching become more interesting and effective.
Research question
This research is carried out to find the answer to the research question:
What are the cultural elements that can be found in New Headway Textbooks?
Scope of the study
- Pointing out British and American cultural elements revealed in the New Headway Textbooks such as norms, values, attitudes and communication styles
- New Headway Textbooks at Elementary, Pre-intermediate, and Intermediate levels are under investigation.
Methods of the study
- This study used quantitative method in order to quantify British and American cultural elements such as norms, values, attitudes and communication styles in New headway Textbooks
- Data was collected by means of descriptive analysis and statistic
This research consists of 3 parts: INTRODUCTION, DEVELOPMENT, AND CONCLUSION
This part discusses rationale, aims of the study, research questions, scope of the study, methods of the study, and designs of the study
This is the focus of the study which is divided into 3 chapters
This part discusses the culture, elements of culture, British and American culture, language, interrelationship between language and culture, and cultural dimension of English language learning and teaching
It consists of materials under investigation, the context of the study, research question, research methods, and data collection procedures
This part focuses on analyzing cultural elements such as norms, values, attitudes and communication styles revealed in the New Headway Textbooks Then, give discussions
To sum up the major findings, give implications for incorporating culture teaching into English language teaching and then, give suggestions for further research
PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND
This chapter explores the theoretical foundations of culture, including its key elements, with a focus on British and American cultures It examines the intricate relationship between language and culture, highlighting how this interconnection influences the cultural dimensions of English language learning and teaching.
When referring to culture, we often relate to art, music, history, geography , literature, architect, religions, customs and traditions and social relationship… Up to now, the term
“Culture” has been understood and defined in many ways Each author gives different ideas There are many particular definitions and conceptualizations of culture
“ Culture , in its broadest sense , is what make you a stranger when you are away from home
Cultural beliefs and expectations shape our communication and behavior, becoming second nature through social learning When interacting with those who share our culture, we instinctively understand each other's perspectives and anticipate mutual behaviors, allowing for seamless interactions.
Levine and Adelman (1993) define culture as a shared background shaped by common language, communication styles, customs, beliefs, and artistic expressions of a specific group at a given time They liken culture to an iceberg, where the visible aspects—such as appearance, food, language, traditions, and customs—represent only a small portion of the whole The larger, invisible part encompasses values, beliefs, attitudes, and communication styles, which significantly influence individual behavior and interactions, often without being recognized.
Culture unites individuals by establishing shared behaviors and beliefs within a community It encompasses the collective ways of thinking, feeling, and acting, forming established patterns for various activities and interactions.
Culture is a shared and learned symbolic system that encompasses the values, beliefs, and attitudes of a particular group, influencing their behaviors, norms, customs, and communication styles It serves to differentiate human communities from one another and from the animal kingdom, shaping various aspects of life including art, history, geography, economics, and political systems Understanding culture is essential for recognizing how individuals within a community think, feel, and interact with one another.
Culture can be understood and defined in various ways, leading to differing interpretations by various authors While some authors provide clear classifications of cultural elements, others offer vague suggestions or merely list typical components This section highlights classifications of cultural elements from notable figures, including Stephen Moore, Stephen Dahl, Saville-Troike, Tomalin and Stempleski, Gail Robinson, Nelson Brooks, and the UNESCO organization.
According to Stephen Moore (1985:4 as cited by Do Mai Thanh & Dao Thu Trang , 2006: 5-6) culture consists of the following elements: Beliefs, values, norms, roles, role conflict, and status
Beliefs are broad and often ambiguous views regarding the world and societal dynamics, differing across various cultures and subcultures For instance, some may hold the belief that God created the earth in seven days, while others may believe that Jesus is the son of God.
Values represent general beliefs about what is considered right and wrong in society, guiding appropriate actions For instance, the belief that life is precious leads to the conviction that killing is morally wrong.
Norms: are socially expected patterns of behavior (Actions that are regarded as normal) eg Not talking out loud during a play, wearing black clothes to a funeral
Social roles define the expected behaviors associated with specific occupations or societal positions For example, a clergyman is typically expected to embody qualities such as sympathy, good manners, eloquence, religious devotion, and charity In contrast, a clergyman who engages in heavy drinking and partying would likely be viewed with surprise and disapproval by the community.
Role conflict arises when individuals navigate multiple social roles, such as being a father, mother, child, or shopkeeper While these roles often complement each other, they can sometimes lead to conflicts, creating challenges in balancing responsibilities and expectations.
Status denotes an individual's position or social role within society, influenced by the level of prestige accorded by others This concept of status varies across different cultures; for instance, in Britain, those who are highly educated and wealthy typically hold the highest status, although this can differ among subcultures Conversely, in traditional Japan, the samurai warriors were revered as the most prestigious figures, second only to the Emperor.
In Stephen Dahl‟s description ( cited by Do Mai Thanh & Dao Thu Trang , 2006:6), culture is
“ order into” three layers, like an onion, where one peel has to be taken off in order to see the following inner
The outer layer, artifacts and products, this is the most explicit part including language and food, architecture and style etc
The second layer is norms and values
The inner most layer, basic assumptions, represents the core assumptions of what life is , assumptions about how to handle everyday problems that have become self-evident, that is communication
Whereas, Saville-Troike (1982:30) suggest that norms, content of a language, beliefs, values and needs are components of culture
But Gail Robinson (1985, as cited by Tomalin and Stempleski, 1993:7) classifies culture into three components: Products, ideas and behaviors
Products includes literature, folklore, art, music, and artifacts
Ideas includes beliefs, values, and institutions
Behaviors consists of customs, habits, dress, foods, and leisure
UNESCO defines culture as encompassing various components, including art, literature, ways of life, fundamental human rights, value systems, traditions, and beliefs, as stated during the World Conference on Culture Policies in Mexico City in 1982.
Nelson Brooks identifies five meanings of culture, emphasizing "patterns of living" as the most crucial for language instruction He categorizes this aspect as "Culture 4," which encompasses the individual's role in diverse life situations and the corresponding rules for behavior Culture 4 is divided into formal culture, or "culture with a capital C," which includes art, music, literature, and other humanistic contributions, and deep culture, or "culture with a small c," which focuses on everyday behaviors and lifestyles, such as eating habits, work practices, and social attitudes Understanding these patterns is essential for effective language learning and cultural comprehension.
This thesis aims to explore various cultural elements, including norms, values, attitudes, and communication styles, as presented in the New Headway Textbooks.
Norms are the cultural rules that guide members of a society on expected behaviors in various situations, essentially defining "the way we do things around here." Each civilization has its own set of norms, which encompass folkways, mores, taboos, and rituals that shape social conduct.
Eg: Not talking out loud during a play, wearing black clothes to a funeral