INTRODUCTION
Rationale of the study
English has emerged as a global communication tool, prompting Vietnam to enhance its training programs for dynamic individuals proficient in English In response to this trend, the Ministry of Education and Training (MOET) established new objectives for English language education in secondary schools in 2002 and introduced a revised series of English textbooks for grades 6 to 12.
The new English textbooks for high school students are categorized into advanced and standard sets, featuring five key components in each unit: Reading, Speaking, Listening, Writing, and Language Focus The Language Focus sections are designed to reinforce students' pronunciation and grammar These textbooks incorporate modern teaching methodologies, including the communicative and learner-centered approaches, with the goal of enhancing both language skills and knowledge for students.
Since their nationwide implementation in the 2006-2007 school year, numerous studies have evaluated new textbooks and the challenges faced by high school teachers and students in using them While much research has focused on the four language skills—speaking, listening, reading, and writing—an essential aspect often overlooked is culture, which serves as the fifth skill in language learning Culture plays a critical role in enhancing communicative competence among learners, yet research on teaching and learning culture, particularly American studies, remains limited Therefore, further investigation into how culture is taught and learned in actual classrooms is necessary.
Besides, national examinations (national examinations for GCSE, university entrance examinations) have currently included some questions related to American cultural studies issues (for example: how to address certain situations, etc.)
The English language is increasingly intertwined with diverse cultures, notably that of the United States, which stands as a dominant economic, political, and cultural influence globally As a top destination for international students, the U.S boasts a prestigious education system, making it essential to explore and understand American culture.
After two years of utilizing new English textbooks at Tran Phu Gifted High School, the researcher identified several challenges faced by both teachers and students in effectively teaching and learning American cultural studies in the classroom.
Cultural literacy is essential in English Language Teaching (ELT) because learners who lack exposure to cultural elements often struggle to communicate effectively with native speakers (Bada, 2000) Furthermore, contemporary L2 curricula and textbooks increasingly emphasize the integration of L2 culture as a fundamental component of language education (Sysoyev & Donelson, 2002).
Motivated by the aforementioned factors, the researcher aims to conduct a study focused on the teaching and learning of American cultural studies at Tran Phu Gifted High School The goal is to uncover the current realities of this educational practice and propose immediate solutions for improvement.
Aims of the study
The aim of this study is to examine the current teaching and learning of American cultural studies in the high school classroom at Tran Phu Gifted High School
In order to achieve the aim, the study seeks to find out:
(1) The teachers‟ and students‟ perceptions on the importance of American cultural studies teaching and learning
(2) How the teachers and the students deal with American cultural studies in the classroom
(3) The teachers‟ perceived difficulties in teaching and learning American cultural studies in the classroom
Research questions
To achieve the aim and objectives of the study, the following research questions were proposed:
1 How do the teachers and the students at Tran Phu Gifted High School perceive the importance of American cultural studies teaching and learning?
2 How do the teachers teach and the students learn / expect to learn American cultural studies in high school classroom?
3 What method and techniques do the teachers and the students use / expect to use?
4 What are the difficulties in teaching and learning American cultural studies as perceived by the teachers?
Scope of the study
This study is limited to the teaching and learning reality with regard to teaching and learning American cultural studies in the classroom
This research focuses on a comprehensive survey conducted at Tran Phu Gifted High School in Hai Phong As such, the results are specific to this institution and should not be generalized to other educational settings, as the findings may only be relevant to the participants involved in this particular study.
Significance of the study
This study aims to identify issues and propose improvements, with the expectation of providing significant benefits Firstly, teachers and learners at Tran Phu Gifted High School will gain immediate advantages from the reflective experience Secondly, the study's findings will offer valuable insights for textbook writers and educators, aiding in the development of curricula and program direction.
Method of the study
The study was designed to use both quantitative and qualitative methods Then, various instruments were used to collect the data for the study from different sources:
A survey was conducted to explore the attitudes of teachers and students towards American cultural studies, focusing on their teaching and learning habits The research also aimed to identify the challenges faced by educators and learners in the classroom when engaging with American cultural studies.
- class observations to get information about both the teachers‟ methods of teaching and students‟ ways of learning American cultural studies in the classroom
Interviews conducted with teachers revealed valuable insights into the suggestions provided by both educators and grade 11 students for enhancing the teaching and learning experience of American cultural studies in the classroom These discussions highlighted key areas for improvement, emphasizing the importance of incorporating student feedback to create a more engaging and effective curriculum.
Design of the study
The study is divided into three parts: Introduction, Development and Conclusion
The Introduction presents an overview of the study including the rationale, aims, scope, significance, methodology and design of the study
The major part of the study, the Development, is divided into three chapters
Chapter one offers the theoretical framework for the research, while chapter two outlines the methodology employed in the study The final chapter focuses on analyzing and discussing the study's findings.
The conclusion summarizes the key findings related to the four research questions and offers recommendations for improving the teaching and learning of American cultural studies Additionally, this section addresses the limitations of the current study and suggests avenues for future research.
Besides, the survey questionnaires for the teachers and students and the suggested lesson plan are included in the Appendices.
DEVELOPMENT
LITERATURE REVIEW
Language has been integral to human communication since the dawn of civilization, yet defining it remains a complex challenge While some definitions, like Patrikis (1988), describe language as signs that convey meanings, others, such as Kramsch (1998), emphasize its cultural significance Linguist Sapir (1968) views language as a unique human method for expressing ideas, emotions, and desires through a system of voluntarily produced symbols Ultimately, language encompasses both verbal and nonverbal signs that facilitate meaning-making, and it is often intertwined with the concept of culture in language teaching literature.
Cultural studies is a dynamic and trending academic field that has gained popularity among progressives, as it shifts the focus from society to culture as a primary subject of inquiry This interdisciplinary field has significantly influenced research across the arts, humanities, social sciences, and even science and technology, making it a prevalent topic of discussion Understanding cultural studies requires a keen awareness of the concept of culture itself.
Culture is a complex and multifaceted concept that has been defined in various ways by researchers Its interpretation can be contentious, as it encompasses both oral and written traditions, highbrow and popular forms, and can be examined through the lens of special events or everyday practices.
One of the well-known definitions of culture is Goodenough‟s (1957, p 167):
A society's culture encompasses the knowledge and beliefs necessary for individuals to function acceptably within that society, fulfilling various roles recognized by its members.
According to Brown (2007), culture is defined as a way of life that shapes how individuals exist, think, feel, and interact with others, serving as the "glue" that unites groups Additionally, culture encompasses the ideas, customs, skills, arts, and tools that define a specific group of people during a particular time period.
Mead (1961) suggested that culture is a learned phenomenon, while Fox (1999) emphasized its relative and dynamic nature across different contexts Similarly, Tang (2006) pointed out the ongoing challenge of defining culture, noting that despite extensive research across various disciplines, a universally accepted definition remains elusive.
Culture is an essential yet fragile tool for human survival, constantly evolving and easily lost as it resides in our minds While our written languages, governments, and buildings stem from culture, they do not encompass its entirety Cultural studies, therefore, cannot be limited to merely examining different cultures; it integrates various disciplines such as philosophy, theology, and literature to analyze cultural formation and the behaviors of groups This interdisciplinary approach reveals the complexities of how and why cultures develop and influence human actions.
1.3 CULTURAL STUDIES IN LANGUAGE LEARNING
Language and culture are complex concepts that have challenged scholars in their definitions, yet they are undeniably interconnected Shaul and Furbee (1998) noted that both language and culture exhibit systematic characteristics that can be observed and described Numerous authors, including Ardila-Rey (2008), Brown (2007), Damen (1987), Kuang (2007), Kramsch (1998), and Tang (1999), emphasize the close relationship between the two Ardila-Rey (2008) asserted that "language and culture are inextricably linked with each other," while Brown (2007) also highlighted their interrelatedness.
Language and culture are deeply interconnected, making it impossible to separate them without diminishing the essence of both Learning a second language inherently involves embracing a second culture, unless the language is being learned solely for specific purposes, such as reading scientific texts This dual acquisition highlights the significance of cultural context in understanding and using a language effectively.
The interconnectedness of language and culture has long been a focus for second language (L2) teachers and educators Numerous studies highlight the importance of integrating target culture instruction into L2 teaching In recent years, scholars like Byram have contributed significantly to this discourse, emphasizing the seamless relationship between language acquisition and cultural understanding.
The relationship between language and culture is crucial in language teaching, as highlighted by researchers like Kramsch (1988; 1993; 1996; 2001) Understanding a language is inherently linked to understanding its culture, making cultural knowledge essential for effective language learning (Kuang, 2007, p.81).
Over twenty years ago, Brown (1986) highlighted that learning a second language often entails the development of a new identity, linking language acquisition to cultural immersion In 2007, Brown reaffirmed this connection, stating that mastering a second language inherently involves embracing a second culture.
Seliger (1988) emphasized that culture significantly impacts the effectiveness of second language teaching He argued that since language is used in social interactions, learners' feelings, attitudes, and motivations toward the target language and its speakers, as well as the associated culture, can greatly influence their responsiveness to the language input they receive.
Incorporating culture into second language (L2) education is essential, as teaching language without cultural context is both inaccurate and incomplete Scholars widely agree that language and culture are interconnected and should be integrated in the language classroom Understanding a language goes beyond grammar and vocabulary; it involves knowledge of the speakers and the cultural background of the language Therefore, a comprehensive approach to language learning must include insights into both the native and target cultures to provide meaningful context for L2 students.
2 What are the main goals for teaching American cultural studies?
The primary goal of foreign language teaching is to enhance students' ability to communicate effectively in diverse situations, making the integration of cultural education essential for fostering intercultural communication This principle applies to the teaching of American cultural studies in English classes as well Valette (1986) categorizes the cultural objectives into four key areas: increasing awareness and knowledge of American culture, mastering American cultural etiquette, recognizing the distinctions between American and Vietnamese cultures, and grasping the core values of American culture.
RESEARCH METHODOLOGY
2.1 Overview of the current situation of teaching and learning English at Tran Phu Gifted High School
Tran Phu High School for the Gifted, established 26 years ago, was created to meet the growing demand for a specialized educational institution in the city In a relatively short time, it has risen to become one of the top schools in the country, renowned for its exceptional performance in international Olympiads and its high educational standards The school's strong reputation has made it the preferred choice for students throughout the city.
The school has acknowledged the growing significance of English, leading to the introduction of afternoon English classes taught by foreign teachers, which have been offered for the past three years Additionally, gifted students view English not just as a foreign language, but as a crucial tool to achieve their goal of studying abroad, a pursuit shared by 60% of the student body.
The school is recognized for its gifted students, offering a curriculum that includes two non-major classes and a range of subject-major classes divided into two streams: the Natural Science Stream, featuring subjects like Maths, IT, Physics, Chemistry, Biology, and Science, and the Social Science Stream, which includes Literature, English, French, Chinese, Russian, and Social Studies Each class, except those focused on foreign languages, has three English lessons per week, ensuring a strong emphasis on language proficiency.
The new textbook aligns with the latest national curriculum and features a theme-based syllabus, which is better characterized as a "multi-strand" approach This comprehensive syllabus encompasses a wide array of elements, including topics, tasks, functions, notions, skills, grammar, vocabulary, and sounds, ensuring a well-rounded educational experience The methodologies incorporated in the book aim to enhance the learning process effectively.
The English 11 curriculum emphasizes a learner-centered approach, integrating the communicative method with task-based teaching as its core strategy This comprehensive textbook package includes cassette tapes, a student workbook, and a teacher's manual to enhance the learning experience.
The book consists of 16 teaching units and six review units, each focusing on a specific topic divided into five sections: Reading, Speaking, Listening, Writing, and Language Focus, intended to be taught in 45-minute periods These topics are organized around six themes: You and Me, Education, Community, Health, Recreation, and The World Around Us However, the cultural aspects are not integrated effectively, which detracts from the textbook's goal of enhancing students' communicative competence.
The teaching staff comprises twelve enthusiastic English teachers aged between 23 and 55, who are dedicated to supporting both their students and each other.
A total of 12 English teachers and 136 students participated in the survey, which included anonymous questionnaires While maintaining anonymity, respondents were requested to share demographic information such as sex, age, and educational background for both groups, along with additional details like work experience, in-service training, and school location specifically for the teachers.
The teachers 12 respondents were from the school The distribution of the teachers according to the size of towns is presented in Table 1
The study comprised entirely female respondents, with nearly 17% aged over 50 and 41% being young teachers between 20 and 30 years old Additionally, one-fifth of the teachers held a Bachelor's degree, and 36% were involved in teaching English-majored students.
The more detailed characteristics of the teachers are given in Table 1
Table 1 Characteristics of the teachers
Participation in courses on teaching culture
The student: There are 502 students of the eleventh form at Tran Phu Gifted
High School in Hai Phong However, the target population of the students consisted of
A total of 264 grade 11 students from seven classes, excluding those in the Social Science stream, were involved in the study The researcher utilized a cluster random sampling technique to select the sample due to the challenges and time constraints of individually random sampling, as students were already placed in various classes with distinct timetables, as noted by Fraenkel and others.
In their research, Wallen (2003) emphasized the feasibility of cluster random sampling and suggested that sample sizes should be as large as possible, recommending a minimum of 100 subjects for descriptive studies They cautioned that a common mistake among novice researchers is to select only one cluster, leading to unreliable results To avoid this error, the researchers randomly selected four classes—11 Maths, 11 IT, 11 Physics, and 11 Chemistry—resulting in a total of 136 students, comprising 49 males (36%) and 87 females (64%).
The researcher aimed to gather comprehensive insights into the teaching and learning of American cultural studies at Tran Phu Gifted School by utilizing three key methods: questionnaires, classroom observations, and interviews This multi-faceted approach was designed to ensure the reliability and objectivity of the study's findings.
In this study, data was collected through two distinct questionnaires designed for students and teachers Following the analysis of the preliminary data, the final versions of the questionnaires were developed for formal use.
The questionnaire for the teachers
The questionnaire for the teachers (see appendix 1) was designed with the aim of finding answers to the following questions:
1 How do teachers define culture and what importance do they attribute to the teaching of it? (Q1 & 2)
2 How often are cultural issues discussed in their classes and do these issues motivate students‟ language learning? (Q3&4)
3 What method and techniques do they use? (Q5)
4 What topics and which cultures do they consider important to teach? (Q6&7)
5 What teaching materials and other sources do they use and do they offer enough material for the teaching of American cultural studies? (Q8, 9 & 10)
6 What are the difficulties in teaching American cultural studies in the classroom?
The questionnaire comprised ten diverse questions, including open-ended queries for defining culture (Q1) and identifying frequently used textbooks (Q10) Multiple-choice questions assessed teachers' perceptions of the importance of culture in education (Q2), its teaching frequency (Q3), its motivational impact on students (Q4), and the presence of culture-related content in textbooks (Q9) Additionally, teachers evaluated teaching methods and techniques (Q5) as well as relevant topics (Q6) on a five-point Likert scale, with '1' indicating the least importance and '5' the most Question 7 explored the primary country of focus for teachers, while question 8 required respondents to indicate the sources utilized for teaching culture.
The questionnaire for the students
The student questionnaire (refer to appendix 2) was divided into two sections: one focused on gathering students' perspectives on American cultural studies, while the other served as a test to assess their knowledge of America.
The questionnaire focused on the following questions:
1 How important do students consider the learning of culture and should it be taught in English classes? (Q1 & 2)
2 What ways (activities, techniques) do they consider the most useful for the learning of culture? (Q3)
3 What aspects/topics of culture are they most interested in? (Q4)
4 Where have they acquired knowledge about the USA? (Q5)
5 Would they be interested in learning more about the USA and other English- speaking countries? (Q6 & 7)
DATA ANALYSIS AND DISCUSSION
This chapter is organized into four key sections: the first section presents the results from questionnaires completed by teachers and students; the second section analyzes the findings from classroom observations; the third section discusses the study's findings in relation to the proposed research questions; and the final section provides a comprehensive conclusion for the chapter.
3.1 Findings from questionnaires for the teachers
The definition of American cultural studies was the first question in the questionnaire, prompting respondents to provide answers in 3-4 lines While the term itself is easy to spell, fully explaining it proves to be challenging, as evidenced by the varied responses from teachers, who provided their interpretations but not always precise definitions.
The provided definitions can be very broadly divided into two groups:
1 those which apply to the so-called small „c‟ culture and concentrate on the American way of life and their beliefs and perceptions (4 definitions);
2 those which claim that culture embraces both people‟s way of life (small „c‟ culture) and American history, geography and arts (capital „C‟ culture) (8 definitions)
In conclusion, the responses from teachers indicate that American cultural studies are primarily defined through a variety of elements These include both observable aspects of culture, such as art, customs, traditions, lifestyle, and behaviors, as well as intangible features like beliefs, values, and attitudes, though these elements were not consistently included in the same response.
3.1.2 Importance of teaching American cultural studies in the classroom
The majority of teachers acknowledge the significance of American cultural studies in education, with many deeming it either very important or important Over half of the educators believe that incorporating culture-related topics into their lessons greatly enhances students' interest and motivation in language learning Notably, only one teacher advocates for teaching American cultural studies as a separate course.
3.1.3 Frequency of the culture-related issues
One of the teachers (21%) claimed that they discussed culture-related issues
“often”, which is in almost every lesson Three teachers stated that they included America-cultural issues in their lessons “sometimes” Eight teachers chose „rarely‟ (once a month) as an answer
And, no one had participated in courses on teaching culture before
3.1.4 Ways of teaching American cultural studies in the classroom
The teachers considered discussions on cultural differences and similarities most useful for the teaching of American cultural studies The average score on a five-point scale was 4.41 (see Figure 1)
The high score of 4.33 for projects indicates teachers' recognition of the effectiveness of a comparative approach in foreign language education, aligning with cultural teaching theories Watching videos and discussing current events also received strong ratings of 4.25 and 4.00, respectively In contrast, lectures scored only 2.25, reflecting their infrequent use in high school English classes due to time constraints Drama activities received the lowest score of 2.08, while listening to songs and radio programs were similarly unpopular among teachers However, role-play emerged as a valuable technique, earning a score of 3.25.
Teachers evaluated the culture capsule, a specialized technique designed for teaching American culture, and found it to be effective, giving it an average rating of 3.75.
While teachers were given the opportunity to incorporate cultural teaching methods, few took advantage of it Suggested approaches included student presentations, organizing displays, interactions with native speakers, student exchanges, and writing letters.
Figure 1: The teachers' scores for the ways of teaching American cultural studies in the classroom
Teachers were also asked to indicate which topics they considered the most important to teach A list of 16 topics was provided for assessment The teachers rated
Teachers place significant importance on teaching "rules of behavior" and "patterns of politeness," with an average score of 4.66, highlighting the necessity of developing students' intercultural communicative skills alongside cultural background knowledge Additionally, "customs and traditions" and "national stereotypes" received high scores of 4.58 and 4.33, respectively, while "non-verbal communication" also ranked prominently, underscoring the comprehensive approach needed in intercultural education.
4.25 The topics connected with people‟s everyday life, such as „family life‟, „youth life‟, and „education‟ all scored higher than 4.0 At the same time, the topics which refer to the so-called capital „C‟ culture were rated comparatively low This might be considered a slightly surprising result as it is often assumed that topics like „history‟,
„geography‟, „literature‟, „art and music‟ get the most attention in foreign language classes
Figure 2: The teachers' scores for the topics of teaching American cultural studies in the classroom
The topics of "government and political institutions" received the lowest score of 2.58, followed closely by "law and order" with a score of 2.5, indicating a potential lack of preparedness among teachers to effectively instruct on these subjects.
The teachers added only two topics to the list: „film‟ and „tourism‟
While English language textbooks are the primary resource for foreign language instruction in high schools, teachers aiming to teach American studies must rely on additional materials Only 8% of surveyed teachers utilized school textbooks for this purpose, as these resources lack sufficient American cultural content The most commonly used sources for teaching American cultural studies were the Internet, employed by 75% of teachers, and videotapes, used by 58%.
In a recent study, 50% of teachers reported using realia as a teaching tool, while 33% utilized newspapers in their lessons Additionally, 17% of educators indicated that they incorporated cultural studies textbooks, such as "American Ways." Notably, folklore and literature were not employed by any of the teachers surveyed.
Many educators refrain from using recordings in English classes, likely due to two main factors Firstly, the audiocassettes and CDs accompanying textbooks often lack sufficient culturally relevant content Secondly, there tends to be less emphasis on listening activities compared to the development of other language skills during class time.
Figure 3: The teachers’ scores for materials for teaching American cultural studies in the classroom
Teachers were surveyed about the textbooks they currently utilize, with a focus on the inclusion of culture-related content The results revealed that only a limited number of non-local textbooks were referenced, and many educators listed multiple titles This suggests that teachers primarily rely on one main textbook while supplementing their curriculum with additional resources as needed.
About what concerns culture-related issues, not many teachers agreed that they were present in textbooks Actually, more than half of the answers to the question were
A significant majority of teachers, 67%, expressed dissatisfaction with the amount of culture-related material available in their textbooks Only 8% of teachers felt that there was sufficient cultural content, and none reported being fully satisfied Additionally, 25% of teachers considered the cultural content in their textbooks to be satisfactory to some degree.
CONCLUSION
Summary of the study
Teachers and students at Tran Phu Gifted High School view American cultural studies positively, believing that its integration into English lessons enhances student engagement and involvement in the classroom.
The study revealed several challenges teachers face when incorporating American cultural topics into English lessons Key obstacles include time constraints, the exclusion of American studies content from exam materials, and a lack of adequate teaching resources.
Pedagogical implications
In accordance with the findings, this section will offer some suggestions for the better teaching and learning of American cultural studies in the classroom
To effectively teach culture in the classroom, educators must establish clear and attainable objectives aimed at enhancing students' intercultural understanding and communication skills Scholars emphasize that American cultural studies should be integrated into lessons as a complementary component In English as a Foreign Language (EFL) settings, teaching the language inherently involves imparting cultural knowledge Achieving this goal is facilitated by preparing a structured inventory that encompasses both linguistic and extralinguistic elements of the target culture.
Although the significance of culture in language education is widely acknowledged, its integration into teaching remains limited This is primarily due to time constraints, challenges in developing a cultural syllabus, selecting suitable teaching methods, and the way culture-related topics and activities are presented in educational materials.
A significant challenge in teaching American cultural studies is the limited time available for in-depth discussions on the subject Teachers often cite this constraint as a reason for not engaging students in cultural issues However, educators can adopt a more proactive approach by assigning students to prepare portions of upcoming lessons at home, thereby freeing up class time for additional cultural studies activities Alternatively, teachers can incorporate American cultural studies into separate lessons, suggesting a dedicated session every four to five units This method not only allows students to review previously learned cultural knowledge but also deepens their understanding of American culture Implementing this strategy requires only 2 to 3 class sessions per semester, making it a manageable solution for teachers.
The results of the questionnaire revealed that teachers believe the materials they use lack sufficient cultural competence This issue can be addressed by teachers creating tailored materials that align with their students' needs and lesson objectives Such materials may include handouts or additional tasks that enhance students' exposure to American cultural studies Among various effective strategies, a theme-based approach is recommended for designing a cultural syllabus, utilizing a list of topics aligned with the national curriculum This method allows students to engage more systematically with American cultural studies Additionally, teachers should select themes that are familiar, interesting, and current to maintain student motivation and sensitivity to their learning needs.
Once the course content is established, educators must select an appropriate teaching methodology, with a comparative approach often proving to be both significant and effective The selection of suitable techniques and activities is influenced by the specific objectives of teaching culture High school teachers frequently utilize tools such as culture capsules, cultural asides, and culture clusters to impart cultural knowledge effectively.
Limitations of the study
As with any study, the findings must be considered in the light of the limitations of the research
The study has limitations, as the data collected through questionnaires may not comprehensively capture the challenges faced by teachers and students in American cultural studies The optional items in the questionnaires were restricted, potentially overlooking significant difficulties in the teaching and learning process.
The observation was limited as not all lessons from every teacher could be included, and although the researcher maintained a non-participant role, the presence of a "guest" may have influenced the behavior of both teachers and students Consequently, the insights gathered from classroom observations might not accurately reflect the true dynamics within the classrooms Acknowledging this issue, the researcher made efforts to reduce these influences, although complete elimination was not achievable.
Suggestions for further study
On the basis of the findings and limitations of the study, the following suggestions are made for further research
This research examined the teaching and learning of American cultural studies in the classroom, yet it did not thoroughly explore the underlying teaching methods employed by educators Consequently, there is a need for more comprehensive research into the factors that influence how teachers approach American cultural studies.
The study focused on integrating American cultural studies into the curriculum for grade 11 students Future research could expand this investigation to include grade 10 and 12 students, providing valuable insights into the effectiveness of cultural studies across different educational levels.
Conclusion
In summary, this study highlights the current state of teaching and learning American cultural studies in the classroom, focusing on both teachers' and students' attitudes towards its significance, the methods employed in instruction, and the challenges encountered Based on these findings, immediate pedagogical recommendations are provided to enhance the integration of American cultural studies into English language teaching Additionally, the study addresses its limitations and offers suggestions for future research.
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SURVEY QUESTIONNAIRE FOR THE TEACHERS
My name is Mai, and I am conducting research for my master's thesis on the integration of American Cultural Studies into English lessons This study aims to explore English teachers' perceptions regarding the teaching of culture, focusing on the extent, content, and methods used in secondary education Your insights and experiences will significantly contribute to my research, and please rest assured that all information shared will remain confidential Thank you for your valuable cooperation.
Please answer the following questions:
1 How would you define culture?
2 Do you think it is important to integrate the teaching of culture into foreign language classes?
Yes, very important Not important
Yes, important It should be taught on a separate course
3 If the answer were yes then how often do you discuss culture - related issues in your English classes?
Often (in almost every lesson) Rarely (once a month) Sometimes (once a week) Never
4 Do you think the students are more interested and motivated in learning the English language with some background knowledge in American culture?
Yes, with significant difference No difference Yes, but not much difference Don‟t know
5 Which of the following do you consider most useful for teaching American Cultural studies? Please rate from 1 to 5 for each selection 1-least useful, 5- most useful Please tick the appropriate box
Discussions on cultural differences and similarities
Listening to songs and discussing the lyrics
Reading and discussing newspaper / magazines articles
Reading authentic texts (short stories, poems)
*culture capsule is a brief description of an aspect of culture followed by a discussion of the contrasts between culture in the first and second language
6 What aspects of culture would you consider the most important to teach?
Please rate from 1 to 5 for each selections 1-least important, 5-most important Please tick the appropriate box
7 What sources do you use for teaching culture Please tick the ones you use school textbooks newspapers cultural studies (e.g British studies) textbooks literature folklore videotapes recordings the Internet realia (maps, brochures, tickets etc.) other: please specify ………
9 In your opinion do the textbooks you use offer enough material for discussing culture-related issues?
10 Which are the anticipated difficulties in teaching American Cultural studies in the classroom? lack of time large class students‟ low level of English proficiency lack of students‟ interest in learning American Cultural studies lack of teaching materials
American Cultural studies issues not included in the exam content other: ………
SURVEY QUESTIONNAIRE FOR THE STUDENTS
My name is Mai, and I am conducting research for my master's thesis in cultural studies focused on English language teaching A key aspect of my research involves exploring high school students' perspectives on the integration of American cultural studies into English instruction I would greatly appreciate your insights on the teaching of culture in the classroom.
Thank you for your cooperation
Please answer the following question about learning culture
1 Do you think learning culture is important while learning English?
Yes, very important Yes, important Not important Don‟t know
2 Should culture be taught in English classes or on a separate course?
In English classes On a separate course Both
4 Which of the following would be most useful for understanding and learning about the other culture? Please rate from 1 to 5 for each selection 1-least useful, 5- most useful
discussions on cultural differences and similarities
reading and discussing newspaper articles
reading authentic texts (short stories, poems)
4 What aspects of culture would you be more interested to learn about?
Please rate from 1 to 5 for each selection 1-least interesting, 5- most interesting
5 I have acquired most knowledge about the United States: from my English classes from American Cultural studies classes from the media from elsewhere
6 I would like to know more about the USA and other English speaking countries
7 If the answer was Yes would you like to learn more about American Cultural studies in your English classes
Interview questions for the teachers
1 What do you think about integrating American Cultural studies into teaching English in the classroom?
2 In the classroom, do you often discuss American Cultural studies issues?
3 What do you suggest to improve the teaching and learning of American Cultural studies in the classroom? ppendix 4:
SAMPLE OF EXTRA TASK TO INTEGRATING AMERICAN CULTURAL STUDIES INTO TEACHING ENGLISH TO THE GRADE 11 STUDENTS
I Objectives: By the end of the lesson Ss will be able to:
Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context
Use the information they have read to discuss the topic
Ss may need help with the discussion task, so T should be ready to help them
T asks the whole class to look at the picture on page 90 and discuss 3 questions in pairs
T goes around to offer help
T calls on some Ss to present their answers
T should only teach the words which do not appear in Task 1
Lunar New Year: Tết Âm lịch
To fall between … and …: rơi vào khoảng thời gian
To be full of: having or containing a large number or amount of sth (đầy, nhiều)
Candied fruit: mứt Positive comments: những lời nói tốt đẹp
Instruction: Find the meaning of the words You can also use the dictionary
T writes these words on the board
Grand, banner, sugared apples, agrarian, pray, excitement
Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings
Ss guess the meaning of the words based on the contexts in the sentences
T checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words
T feedbacks and gives the correct answers
1 Grand: impressive and large (trọng đại, hoành tráng)
2 Banner: a long piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for sth (biểu ngữ, băng rôn)
Whole class, individual work & pair work
3 Sugared apples: táo dầm đường
4 Agrarian: connected with farming and the use of land for farming (thuộc về nông nghiệp)
5 Pray: to speak to God, especially to give thanks or ask for help (cầu nguyện)
6 Excitement: the state of feeling excited (niềm vui thích, sự nô nức, nhộn nhịp)
Instruction: You are to read the passage and decide whether the statements are true (T) or false (F)
T asks Ss to work individually to do the task and discuss their answers with their pairs
T calls some Ss to give their answers and ask them to explain their choices
1 F (It falls between 19 th January and 20 th February)
2 F(It’s just for agrarian people)
4 F(according to the passage, lucky money tends to be given to children)
Whole class, individual work & pair work
Instruction: You are required to answer the seven questions in the book
T asks Ss to work individually to do this task, then discuss the answer with their friends
Whole class, individual work & pair work
T calls on some Ss to write down their answers on the board and ask them to explain their choices
1 It sometimes between 19 th January and 20 th February
2 Tet’s preparations and celebrations used to be spread over months
3 They are decorated with coloured lights and red banners
4 They buy gifts, clean and decorate their houses and cool traditional foods
5 It is made from sticky rice, green beans and fatty pork
7 Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc
T asks Ss to work individually to do the task in the handout, and then discuss the answer with their friends
T asked Ss some other questions:
1 Which holiday do the USA share the title with Vietnam? Do they occur on the same date? How different?
2 Which holiday used not to be celebrated in Vietnam?
3 Do you know what the most important holiday is in the USA? How about in Vietnam?
ADAPTATION: To save some time for the extra task, T:
skips the warm-up part
Students should complete the "After-you-read" section at home, as it will serve as both homework and the basis for the oral test in the following lesson.
Holidays and Special dates in the U.S.A
Fill in the blank with the missing date / title of the holidays in the USA
New Year’s Valentine’s Day President’s Day April Fool’s Day Easter
Jan 1 Feb 14 3 rd Mon in Feb Apr 1 Mar./Apr
Mother’s Day Memorial Day Father’s Day Independence Day Labor Day
2 nd Sun in May Last Mon in May 3 rd Sun in Jun Jul 4 1 st Mon Sep
Halloween Veteran’s Day Thanksgiving Day Christmas
Oct 31 Nov 11 4 th Thu in Nov Dec 25
Holidays and Special dates in the U.S.A
Fill in the blank with the missing date / title of the holidays in the USA
New Year’s April Fool’s Day
Feb 14 3 rd Mon in Feb
Memorial Day Father’s Day Labor Day
2 nd Sun in May Last Mon in May 3 rd Sun in Jun Jul 4