An investigation into teachers perceptions and practice of integrating target culture for communicative competence in english textbook 10 at some high schools in quang tri province

INTRODUCTION

Background of the study

In today's globalized society, mobility is integral to students' lives, allowing them to study, live, and work in different countries As a result, learning foreign languages has become essential for success in this interconnected world.

To thrive in diverse cultural and educational settings, students must develop intercultural knowledge and competence, which is essential for becoming global citizens Understanding both their own culture and new cultures is vital, as learning a language devoid of cultural context can lead to what Bennet (1993) describes as being a "fluent tool"—someone who may speak a language proficiently but lacks comprehension of its social and philosophical nuances Therefore, educators play a pivotal role in integrating language and culture in their teaching Culture is defined in various ways, including a system of shared beliefs, values, customs, and behaviors that enable societal interaction (Duran & Riley, 2005) Additionally, Furtenberg (2010) emphasizes that culture is a dynamic process that influences human behavior and interactions rather than merely providing factual information.

Language serves as a symbolic representation of individuals, deeply rooted in their cultural and historical contexts (Brown, 1999) The intricate connection between language and culture means that isolating one from the other diminishes the significance of both; without culture, language loses vitality, and without language, culture lacks form (Jiang, 2000) Consequently, effective foreign language instruction must encompass cultural elements, as the primary objective is to foster intercultural understanding and communication English learners must develop the ability to interact with individuals from diverse cultural backgrounds Therefore, enhancing culture teaching is essential to improving students' communicative competence, highlighting that instruction in English linguistic skills cannot be divorced from the cultivation of intercultural competence.

The author, an English teacher, has observed that many students lack adequate knowledge of the target culture, which is essential for effective communication Additionally, teachers often lack appropriate strategies and clear objectives to structure their lessons around cultural themes Many EFL educators believe that cultural exposure should occur only after students have mastered basic grammar and vocabulary, leading to a focus on language mechanics rather than cultural factors This study aims to explore teachers' perceptions and practices regarding the integration of target culture to enhance communicative competence in the classroom, ultimately providing a framework for effective cultural instruction.

Reason for the study

Integrating culture into language teaching is essential due to the intrinsic connection between language and culture As Kramsch (1993) emphasizes, learners of a second language must also engage with the second culture, as understanding the cultural context is crucial for effective language acquisition She asserts that culture is not a separate element of language learning; rather, it is an integral aspect that consistently influences the language experience.

The Grade 10 English textbook in Vietnam lacks sufficient emphasis on cultural aspects, which are not adequately covered within the limited teaching time Consequently, the role of culture in English language instruction has not been prioritized in the curriculum It is essential to determine what cultural elements to introduce, how to present them, and to what extent they should be integrated, taking into account the students' language proficiency.

This study aims to explore teachers' perceptions and practices regarding the integration of target culture in the Grade 10 English textbook at high schools in Quang Tri Province Observations indicate that culture is not sufficiently emphasized in the English curriculum, leading to a lack of cultural knowledge among students, which is essential for effective language use As Tang (1999) notes, culture and language are intertwined, and understanding this relationship is crucial for students to develop strong communicative skills Despite students expressing a desire for cultural content in their English lessons, many teachers are unprepared to address this aspect The research highlights the necessity of incorporating cultural elements into English language teaching to enhance students' intercultural communicative competence, particularly in today's globalized context The study, titled “Teachers’ perceptions and practice of integrating target culture for communicative competence in English textbook 10,” seeks to foster positive attitudes among educators towards cultural teaching and identify effective strategies for integration.

Aims and Objectives of the research

- Investigating teachers‟ perceptions towards cultural factors in English language teaching through Grade 10 English textbook

- Examining teachers‟ application of cultural knowledge through the Grade10 English textbook to enhance communicative competence for students at some high schools in Quang Tri province

- Examining teachers‟ practice of integrating culture in teaching English language

- Suggesting some suitable implications/solutions in language teaching based on knowledge of culture in the Grade 10 English textbook

Research questions

In this investigation, my purpose is to answer the following questions:

1 What are teachers‟ perceptions about integrating the target culture in English language teaching?

2 What cultural aspects in the Grade 10 English textbook are focused on?

3 How do teachers integrate cultural aspects in their lessons to support students‟ English language learning?

Significance of the study

This study aims to explore the integration of culture in language teaching through the lens of communicative competence, enhancing both teachers' and students' awareness of their own culture and the target culture in language education The research findings are significant as they provide insights into the challenges and approaches to incorporating Vietnamese culture alongside the target culture in English language teaching at Quang Tri high schools Additionally, the study offers practical suggestions for improving cultural teaching methods, making it a valuable resource for future research in this field.

Integrating target culture in language education enhances cross-cultural awareness and communication skills, enabling students to understand the values of target language countries This approach encourages learners to reevaluate their own cultures, boosts their confidence in using English, and emphasizes authentic communication as a primary goal in EFL learning Consequently, teachers can establish a strong foundation of cultural knowledge, which they can effectively apply in foreign language classrooms.

The scope of the study

This study examines teachers' perceptions and practices regarding the integration of target culture in Grade 10 English textbooks at high schools in Quang Tri province It aims to identify educators' views on teaching both their own culture and the target culture, as well as the challenges they face in incorporating cultural elements into English language instruction The findings will serve as valuable resources to propose implications for improving the effectiveness of teaching and learning both the native and target languages' cultural aspects.

Structure of the study

This study consists of five chapters as follows:

This chapter introduces general information of the research consisting of background, the reason, the aims, significance and the scope of the study.

LITERATURE REVIEW

Definitions of culture

Culture can be understood in various ways, and numerous definitions exist to describe it This article will highlight several of these definitions to help learners grasp the significance of culture in the context of intercultural communication.

Culture is defined by Trinovitch (1980) as a comprehensive system that encompasses both the biological and technical behaviors of humans, along with their verbal and non-verbal expressive behaviors from birth This all-encompassing system, known as native culture, is acquired through a process called socialization, which equips individuals with the linguistically and non-linguistically accepted norms of their society.

(1984) also took an expansive view of culture, suggesting that culture can be distinguished as having both objective (e.g., roads, tools) and subjective (e.g., norms, law, values) aspects

Culture is defined as the collective knowledge, experiences, beliefs, values, attitudes, meanings, hierarchies, religious views, perceptions of time, social roles, spatial relationships, concepts of the universe, and material possessions that a group of people accumulates over generations through both individual and collective efforts.

Culture serves as a vital tool for individuals to navigate and thrive within society, facilitating interactions among people Each society boasts its unique culture, characterized by distinct languages, traditions, behaviors, perceptions, and beliefs that its members share.

Research by Brown (1990) and Bruner (1996) highlights the importance of gradually building knowledge of both students' and native speakers' cultures Alptekin (2002, p.14) further emphasizes that English teaching must incorporate the socio-cultural norms and values of English-speaking countries.

Culture can be defined as the collective social activities through which generations of humans organize and reinterpret their inherited values into patterned behaviors (Levine & Adelman, 1993) This definition highlights the intrinsic link between language and culture, emphasizing the importance for EFL teachers in Vietnam to focus on enhancing students' intercultural communicative competence through effective language instruction.

Culture and com munication

2.2.1 The history of culture teaching

Classical languages like Latin and Greek were primarily studied to enable learners to read and translate significant literary works This approach aligns with the Grammar-Translation Method, which emphasizes that the core purpose of language learning is to gain access to these esteemed texts (Kramsch).

The primary goal of education in 1996 was to cultivate knowledge in history, literature, and fine arts, thereby fostering a sense of culture among individuals This notion of culture was associated with the refined attributes of the elite and powerful, transcending specific times or societies.

According to (1996, p.4), literature serves as the pathway to universality for all modern languages This highlights the significance of culture, which encompasses the products and contributions of a society, often categorized as capital 'C' culture.

(Chastain 1988; Tomalin & Stempleski, 1993; Pulverness, 1995) It is also known as formal (Brooks 1964), high (Easthope 1997; Durant 1997), or achievement

Culture encompasses various elements such as history, geography, institutions, literature, art, and music, alongside significant achievements in science, economics, and sports, all of which are valued and contribute to a collective sense of pride among people.

A key objective of modern foreign language education is to enhance learners' ability to communicate effectively across linguistic and cultural boundaries, as outlined in the Common European Framework of Reference for Languages Recognizing the close relationship between language and culture, the integration of cultural teaching is considered a vital and structured element of language courses, supported by various scholars in the field.

Teaching communication without teaching culture might be enough for

“survival and routine transactions” (Byram, 1989, pp.40-41), but communicative competence is incomplete without cultural awareness and understanding (Mounford

& Wadham-Smith 2000) Therefore, language cannot be learned or taught without introducing the culture of the community where they are used

At the Fifth Annual Round Table Meeting on Linguistics and Language Teaching, Politzer emphasized the necessity for language teachers to engage in cultural studies He argued that teaching language without the accompanying cultural context renders the symbols meaningless or misinterpreted by students This highlights the importance of integrating culture into language education to ensure effective communication and understanding.

2.2.2 Relationship between language and culture

The relationship between language and culture is a highly debated topic in language studies, as language significantly influences our thoughts, behaviors, and interactions with others It serves as a vital tool for preserving and expressing cultural identity and connections.

Language and culture are deeply interconnected, with each influencing the development of the other According to Mitchell and Myles (2004), they are acquired simultaneously, highlighting their interdependence Furthermore, Bennett, Bennett, and Allen (2003) emphasize that learning a language without understanding its cultural context can lead to superficial fluency, underscoring the importance of integrating cultural knowledge into language education.

Language and culture are deeply interconnected, as highlighted by Brown (1980), who emphasizes that separating them diminishes their significance Learning a new language inherently involves embracing a new culture (Allwright & Bailey, 1991) Therefore, language educators also play a crucial role in teaching cultural understanding (Byram, 1989).

Language and culture are intricately connected, with language serving as a key component of cultural identity It not only reflects cultural values and practices but also shapes them, highlighting the significant role language plays in human society According to Sapir, language is fundamental to understanding culture, as it encapsulates the essence of a community’s beliefs and traditions.

In 1949, it was recognized that language and culture are closely intertwined, with each being essential for understanding the other This relationship highlights the idea that language serves as a fundamental element of culture, as noted by various social scientists.

Language and culture are deeply interconnected, making it essential for EFL teachers to highlight cultural elements within textbooks By doing so, they can enhance their students' communicative competence and better prepare them for effective communication in various contexts.

Intercultural communication, as defined by Allwood (1976), involves the sharing of information between individuals from diverse cultural backgrounds, encompassing both national cultural differences and variations linked to participation in various activities within a nation This communication occurs on multiple levels of awareness and control, highlighting the complexity of interactions among people with differing cultural perspectives.

Samovar and Porter (1997) highlight that cultural differences lead to variations in communication practices and behaviors, shaped by distinct worldviews Therefore, intercultural communication can be defined as the examination of interactions between individuals from diverse cultural backgrounds.

“cultural perceptions and symbol systems are distinct enough” to alter their communication (Samovar and Porter, 1997, p.70)

Intercultural communication is defined as the interaction between individuals from diverse cultural backgrounds, each possessing distinct beliefs, values, and behaviors While everyone has their own unique communication style, cultural influences shape the general communication patterns of their members.

In short, intercultural communication is a form of intergroup communication

It has much in common with communication across other members of group-sex, social class and so on.

Cross - cultural awareness

Cultural awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions

Cultural awareness is a vital skill for providing culturally appropriate services, as it involves understanding how an individual's culture shapes their values, behaviors, beliefs, and assumptions It acknowledges that our cultural backgrounds influence our perceptions and interactions with the world Being culturally aware does not require expertise in every culture; instead, it allows for a more sensitive exploration of cultural issues Additionally, learning about specific cultural practices enhances students' cultural knowledge by offering insights into various cultural characteristics It is crucial to recognize individual needs and preferences, as no person can be solely defined by cultural norms.

Cultural awareness is essential for effective interaction with individuals from diverse backgrounds, as people perceive and assess situations differently across cultures Behaviors deemed acceptable in one culture may be viewed as inappropriate in another, leading to potential misunderstandings It's crucial to recognize that applying one's own cultural meanings to interpret another's reality can result in confusion and miscommunication.

(source: http://www.culturosity.com/articles/what isculturalawareness.htm)

Cultural awareness plays a crucial role in foreign language classes, as teachers guide students in recognizing the cultural norms, beliefs, and habits prevalent in the target community while also addressing individual or group deviations By facilitating discussions that compare students' native culture with the target culture, educators provide a rich experiential learning environment that enhances language acquisition and cultural understanding.

Awareness refers to the human ability to gain self-knowledge about personal characteristics and experiences, encompassing both mental and psychological activities This self-perception is essential for understanding the values and behavioral patterns of various stakeholders, including the host nation and coalition members Cross-cultural awareness involves recognizing the similarities and differences between cultures while remaining unbiased by one's own cultural perspective, and it requires an understanding of how personal culture can influence perceptions of others.

For cultural knowledge to be effective and objective, it is essential to foster genuine cross-cultural understanding This goes beyond mere cross-cultural awareness; it encompasses deeper concepts such as cultural understanding and cultural competence Ultimately, these advanced levels of cultural knowledge should be recognized as forms of cross-cultural understanding.

(http://www.mod.uk/DefenceInternet/microsite/dcdc/)

Intercultural communicative competence

Intercultural communicative competence (ICC) encompasses various concepts such as cross-cultural adjustment, adaptation, understanding, and effectiveness It highlights the ability to communicate effectively with individuals from diverse cultural backgrounds, facilitating personal growth and overseas success.

Recent definitions of intercultural communication competence (ICC) highlight the importance of interacting effectively and appropriately across cultures Wiseman (2002) defines ICC as encompassing the knowledge, motivation, and skills necessary for successful interactions with individuals from diverse cultural backgrounds Furthermore, it involves the ability to execute communication behaviors that respect and negotiate cultural identities in a multicultural setting (Chen & Starosta, 1996).

Intercultural communicative competence is essential in English language teaching, encompassing four key components that can be developed through education, experience, and guided practice As English evolves into a global and intercultural language, it is crucial for English teachers to integrate intercultural communicative competence into their curriculum This approach not only addresses the needs of EFL students but also encourages them to articulate their perspectives on various cultural issues.

Culture in language teaching

2.5.1 Role of culture in language teaching

Teaching culture in foreign language classrooms is a challenging and often controversial endeavor The primary issue in interethnic communication is not rooted in grammar but rather in the discourse system, which influences how messages are interpreted As noted by Agar (1994), while grammar conveys the message, it is the discourse that presents the nuances of interpretation He illustrates this with examples of miscommunication between Anglos and Atabaskan Indians, highlighting that these “rich points” of misunderstanding arise from speech acts rather than the language itself.

In interactions between Anglos and Atabaskans, Atabaskans prioritize understanding social relationships before initiating conversation, leading to Anglos typically speaking first and controlling discussion topics This dynamic creates challenges during turn-taking, as Atabaskans are comfortable with longer pauses, while Anglos may misinterpret these pauses as indications that the speaker has finished Furthermore, Anglos often conclude conversations by expressing satisfaction, whereas Atabaskans are less inclined to make future predictions The root of these miscommunications lies not in language differences but in the underlying sociocultural and psycholinguistic frameworks, commonly referred to as linguaculture.

Understanding the significance of cultural awareness is crucial, as demonstrated by the interactions between Anglos and Atabaskans, who often fail to meet each other's expectations Their differing cultural frameworks, shaped from childhood, hinder effective communication Key elements such as turn-taking and topic selection reveal the power dynamics within a group, with Anglos frequently dominating due to divergent socio-linguistic communication rules This highlights that linguistic competence alone is insufficient for successful communication; thus, integrating cultural understanding is essential in all communicative activities.

Scholars have differing opinions on the role of culture in language teaching Byram (1997) and Flemming (1998) argue that incorporating the target culture in English Language Teaching (ELT) is essential for learners to adapt to English-speaking cultures In contrast, Kachru (1986), Nelson (1996), and Canagarajah (1999) contend that teaching the target culture is unnecessary, particularly in contexts where various established varieties of English are used Additionally, Kramsch and Sullivan present a third perspective on this debate.

In TEFL, it is essential to incorporate local culture into the curriculum, as emphasized by various scholars (1996) Conversely, Alptekin (2005), Jenkins (2005), and Seidlhofer (2001) argue that English, being a global lingua franca, should be taught in a context that is free from cultural biases.

Linguists and anthropologists emphasize that language forms and uses mirror the cultural values of the society in which they are spoken Merely having linguistic competence is insufficient for language learners; they must also understand culturally appropriate ways to address others, express gratitude, make requests, and agree or disagree Learners should recognize that behaviors and intonation patterns may vary in perception between their own speech community and the target language community Successful communication requires that language use aligns with culturally appropriate behaviors Culture is often taught implicitly through the linguistic forms being learned To enhance students' awareness of cultural features in language, educators can explicitly address these aspects in relation to the linguistic forms under study.

2.5.2 The importance of incorporating the target culture in English language teaching

Language and culture are intricately linked, with language serving as a vital aspect of culture and vice versa Culture is shaped by society and history, and understanding one necessitates understanding the other This interconnection highlights the importance of incorporating cultural knowledge in language teaching When learners study a foreign language, they inevitably engage with the associated culture, underscoring that language learning cannot occur in isolation from its contextual use As Seelye (1993) emphasizes, the study of language and culture are inseparable, reinforcing the need for cultural integration in foreign language education.

Language teachers must acknowledge their role in fostering cross-cultural communication skills among students in our multicultural society, as these skills are essential for effective interaction (Seelye, 1993) Despite the recognized importance of integrating culture into language education, this aspect is often overlooked; only one-third of language programs include cultural courses (Reid, 1995, cited in Onalan, 2005) Teachers tend to prioritize practical communication skills, yet many struggle with how to effectively incorporate cultural elements into their lessons (Byram and Kramsch, 2008) Additionally, time constraints in regular classes further hinder discussions about target cultures (Hong, 2008) Nevertheless, educators understand that neglecting cultural context limits learners' comprehension and the overall effectiveness of language instruction.

The debate in English Language Teaching (ELT) centers on whether to prioritize learners' culture, target culture, or a combination of both Incorporating learners' culture can enhance reading comprehension and allow students to express their thoughts in writing (Ariffin, 2009) However, it may not adequately prepare EFL students for real-life experiences in a target language country Conversely, focusing on target culture can address challenges faced by teachers when utilizing students' cultural backgrounds Robinson (1985, cited in Ariffin, 2009) advocates for reading materials that highlight the target culture, fostering an understanding of cultural differences and raising students' awareness in their writing.

The use of target culture in English Language Teaching (ELT) raises concerns about students potentially losing their own cultural identity To address this issue, some scholars advocate for a balanced approach that incorporates both learners' and target cultures Ariffin (2009) highlights that this method encourages students to identify similarities between their culture and the target culture, fostering mutual understanding and tolerance Various experts have proposed effective strategies for integrating target culture into ELT, emphasizing the importance of cultural coexistence in language learning.

1 Providing more authentic materials involving target culture and social elements

2 Giving lectures or having discussion on culturally-related linguistic aspects

3 Using pictures, maps, realia, posters, etc to help students develop a mental image

4 Comparing and contrasting home and target cultures

5 Role plays, where students can learn the difference of attitudes/values of different characters associated with the culture

6 Designing a project where students can have an exchange with people from different culture

Culture plays a crucial role in language teaching, as understanding a language is intrinsically linked to understanding its culture Therefore, it is essential to incorporate cultural elements extensively in the language learning process, as describing a culture is akin to describing a language.

Goals and principles of teaching culture

The primary goal of foreign language education is to enhance students' communication skills in diverse contexts, making the integration of cultural teaching essential for fostering intercultural understanding and effective communication.

In 1993, a supergoal for cultural education was proposed, emphasizing that all students should cultivate the understanding, attitudes, and performance skills necessary to engage effectively within a different society and communicate with individuals who have been socialized in that culture.

According to Seelye (1993), large educational goals must be articulated in detail to be effective He outlines six instructional objectives, emphasizing that teachers should foster student interest in key cultural figures and events, including their actions, locations, timings, and motivations Additionally, he highlights the importance of developing students' ability to critically evaluate cultural statements and seek further knowledge about the culture.

Tomalin and Stempleski (1993, pp 7-8) have modified Seelye‟s goals of cultural instruction According to them, the teaching of culture helps students

 To develop an understanding of the fact that all people exhibit culturally- conditioned behaviors;

 To develop an understanding that social variables such as age, sex, social class, and place of residence influence the way in which people speak and behave;

 To become more aware of conventional behavior in common situations in the target culture;

 To increase their awareness of the cultural connotations of words and phrases in the target culture;

 To develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence;

 To develop the necessary skills to locate and organize information about target culture;

 To stimulate students‟ intellectual curiosity about the target culture, and to encourage empathy towards its people

Stern (1992) emphasizes that various scholars' definitions of goals, despite differing terminology, consistently highlight the cognitive aspect, which includes understanding the target culture, recognizing its unique characteristics, and acknowledging the distinctions between the target culture and the learners' own culture.

A “research-minded outlook” is also important, which means “willingness to find out, to analyze, synthesize and generalize”

In order to reach the aboved-mentioned goals, culture in foreign language classes should be presented in a systematic and organized way It should not be

Cultural studies play a crucial role in foreign language teaching, as emphasized by Byram (1989), who argues that it should not be seen as merely an incidental aspect or a periodic change of pace in language education Chastain (1988) also supports this notion, highlighting that cultural studies deserve a significant place in the curriculum Kramsch (1993) reinforces these ideas, summarizing the importance of integrating cultural understanding into language instruction.

Culture is an integral aspect of language learning, not merely an additional skill alongside speaking, listening, reading, and writing From the very beginning, it influences learners, often challenging their communicative competence and their understanding of the world This cultural dimension can unexpectedly unsettle even the most proficient language learners, highlighting the complexities of effective communication.

Effective foreign language instruction necessitates a systematic approach to teaching culture, as highlighted in various studies, notably by Kramsch Her principles revolutionized the integration of language and culture education, emphasizing the importance of understanding cultural context in language learning.

Establishing a sphere of interculturality involves recognizing that teaching culture is not merely about transferring information between different cultures; rather, it requires relating a foreign culture to one's own The intercultural approach emphasizes the importance of reflecting on both cultures to foster a deeper understanding and appreciation.

- Teaching culture as an interpersonal process , which means replacing the teaching of facts and behaviors by the teaching of a process that helps to understand others

Teaching culture as a diverse concept involves recognizing the multicultural and multiethnic nature of contemporary societies It is essential to consider various factors such as age, gender, regional origin, ethnic background, and social class, emphasizing that cultures should not be perceived as uniform or monolithic.

- Crossing disciplinary boundaries , which means linking the teaching of culture to other disciplines like anthropology, sociology and semiology

Kramsch (1993, p 206) concludes that these “lines of thought lay the ground for a much richer understanding of culture than heretofore envisaged by the majority of language teachers.”

When teaching culture, educators should focus on being objective, avoiding clichés and stereotypes, incorporating discovery learning, and presenting cultural information in a non-judgmental manner (Peterson & Coltrane, 2003, p.2).

Way of teaching culture

2.7.1 Factors influencing the choice of methodology

Various scholars have proposed different methods and techniques for teaching cultures Nonetheless, it is crucial to recognize that the selection of these approaches is influenced by multiple factors, with the most significant being the context and specific needs of the learners.

 The situation in which the language is taught;

 Learners‟ age and command of a foreign language;

Stern (1992, p 223) distinguishes between three situations in which teaching culture can take place:

1 Culture is taught in language courses, where students are physically and often psychologically removed from the reality of the second culture In this case culture teaching provides background and context and helps the learners visualize the reality This seems to be the most common situation for teaching culture in many countries

2 Culture is taught in a situation, which prepares a student for a visit or work in an environment Even though the student is physically far away from the culture, he/she is psychologically better prepared and also more motivated to learn Considering the new opportunities for young people to study and work abroad, this situation may become much more common than it is used

3 Culture is taught in the cultural setting (e.g., to immigrants, students studying in a target language community) In this case, students need more help to come to terms with the foreign environment to avoid cultural misunderstandings Brown

(2000) considers that this situation as best for second language and culture teaching

Though advisable, it is not the easiest to organize

The aim of teaching culture varies based on the situation, influencing the choice of topics and activities To impart cultural knowledge effectively, engaging methods such as watching videos, films, and discussing literary and newspaper texts are most suitable Conversely, when focusing on cultural practices, skills can be best developed through interactive approaches like role plays, dialogues, and drama.

When teaching students, it is crucial to consider their age, maturity, language proficiency, and educational background According to Byram (1997), effective teaching and learning objectives, such as fostering understanding, tolerance, and empathy, require a psychological readiness that varies with age and is influenced by social factors Furthermore, exposure to foreign cultures and languages can either enhance or hinder this readiness, as noted by Durant (1997).

“enhanced language proficiency is essential”, especially when learners wish to continue their studies independently outside the classroom

The choice of teaching methods often hinges on the preferences and preparation level of the teacher, who must be ready to address students' conflicting beliefs or opinions According to Byram (1997), teachers need to recognize the challenges that learners face regarding their culture and identity Edelhoff (1987, as cited in Sercu 1998) outlines essential qualifications for teachers in intercultural foreign language education, emphasizing the importance of teachers' attitudes, knowledge, and skills To foster intercultural learning in students, it is crucial for teachers to be intercultural learners themselves.

In order to achieve best outcomes all the factors have to be considered

2.7.2 The most common approaches to the teaching of culture

Throughout the history of cultural education, various teaching approaches have emerged, with some fading in relevance while others maintain a dominant presence These approaches can be categorized in multiple ways, reflecting the evolving nature of culture teaching.

Language learning approaches can be categorized into two main types: the mono-cultural approach, which emphasizes the culture of the target language country, and the comparative approach, which involves comparing the learner's own culture with that of the language being studied.

The mono-cultural approach seems to be inadequate today because it does not consider learners‟ understanding of their own culture

The mono-cultural approach, referred to as the foreign-cultural approach by Risager (1998), emphasizes the culture of the language's native country and focuses on enhancing the communicative and cultural competence of native speakers This method was prevalent until the 1980s but has faced criticism in contemporary discussions for neglecting the connections between different cultures.

The comparative approach highlights the connection between foreign cultures and learners' own, leveraging their existing knowledge, beliefs, and values to facilitate effective communication with individuals from different backgrounds This method aims to offer a dual perspective without requiring students to judge the superiority of one culture over another It encourages learners to recognize that multiple approaches to life exist, reinforcing that their way is not the sole option available.

Risager (1998) identifies four approaches to teaching culture, highlighting the intercultural and multicultural approaches as comparative methods that emphasize elements of comparison.

The intercultural approach emphasizes the importance of understanding the connections between learners' native cultures and the cultures of the language they are studying This method aims to equip students with the skills to act as cultural mediators, enhancing their intercultural and communicative competence.

The multicultural approach recognizes the coexistence of multiple cultures within a single society, highlighting the importance of ethnic and linguistic diversity in both the target countries and the learners' backgrounds Risager underscores the necessity of adopting a balanced and anti-racist perspective towards cultures.

The theme-based approach to teaching culture focuses on specific cultural themes such as family, education, and religion, allowing students to compare these elements with other cultures While it aims to highlight relationships and values within a culture, this mono-cultural approach can lead to a segmented understanding of the target culture, potentially resulting in stereotyping and difficulty in grasping the complexities of individual experiences and social processes (Visniewska-Brogowska 1999, p 61).

Course book adaptation

Language teaching materials are crucial in English as a Foreign Language (EFL) classrooms The increasing competition among materials publishers has led to an abundance of resources available for English Language Teaching (ELT), making the selection of an appropriate coursebook a difficult process (Cunningsworth, 1995).

There is no universally ideal coursebook for any specific group of learners, making the evaluation and selection of appropriate materials crucial for language teachers (Cunningsworth, 1995) Each learner group has unique needs, so teachers must choose materials that align with the course's objectives, the learners' language proficiency, and their individual learning styles Allwright (1981) emphasizes that materials should transition from being viewed as "teaching material" to "learning material," highlighting the importance of focusing on learners' needs and interests during the evaluation process.

Using a textbook has also some disadvantages which Graves (2000, p 174) discusses and identified in a list as follows:

- The content or examples may not be relevant or appropriate to the group teachers are teaching

- The content may not be at the right level

- There may be too much focus on one or more aspects of language and not enough focus on others, or it may not include everything teachers want to include

- There may not be the right mix of activities

- The activities, readings, visuals, etc may be boring

- The material may be out of date

The completion timetable for textbooks can often be unrealistic, prompting Dunn (1991) to assert that teachers must adapt coursebooks to their specific contexts for effective use By modifying and adding activities and materials, educators can better meet the needs of their learners Grant (1990) emphasizes that teachers should evaluate whether to use, adapt, replace, omit, or supplement the methods and materials presented in the textbook, offering five options for customization.

* use the textbook‟s methods and materials as they stand;

* adapt either the content, or the method, or both;

* replace the content, or method used in the exercise with something the teacher considers more suitable;

* omit the exercise if it is irrelevant or unsuitable;

To enhance the learning experience, teachers should supplement course materials with additional resources when textbooks are insufficient Often, teachers encounter gaps between activities, such as a listening exercise that includes key vocabulary not previously addressed in the curriculum In such instances, it is beneficial for teachers to introduce supplementary activities that familiarize students with this essential vocabulary, ensuring a more cohesive understanding of the material.

In conclusion, effective teaching requires creativity in utilizing materials, as highlighted by Harmer's assertion that a coursebook truly comes to life only when engaged by students and teachers Ultimately, it is the educators and learners, rather than the textbook itself, who should dictate the timing and manner of material usage.

RESEARCH METHODOLOGY

Introduction

This chapter discusses the research methods employed in this study, focusing on the two primary approaches: quantitative and qualitative research.

This chapter provides a comprehensive overview of the participants, instruments, and procedures involved in data collection, followed by a detailed analysis of the data.

Research approaches

This research employs a mixed-methods approach, integrating both qualitative and quantitative techniques to facilitate straightforward data collection and objective analysis, as noted by Condelli and Wrigley (1999, p.1).

“The best research design is a mixed method design that integrates qualitative and quantitative research”

The quantitative method utilized questionnaires to gain insights into teachers' perceptions and practices regarding the integration of target culture for enhancing communicative competence in language classrooms.

In addition to the quantitative approach, qualitative methods were employed through interviews to validate and gain deeper insights into the questionnaire results These interviews, conducted with individual participants, utilized both oral and written formats tailored to specific circumstances All collected data will undergo thorough analysis.

Research scope

The study involved fifty English teachers from high schools in Quang Tri Province, comprising seven males and forty-three females, all with teaching experience ranging from 3 to 20 years A questionnaire was distributed to the teachers and collected after one week Subsequently, ten teachers responsible for Grade 10 were interviewed to triangulate the questionnaire data Seven experimental sessions were conducted across randomly selected Grade 10 classes, featuring mixed English proficiency levels among students This grade was chosen due to the absence of final exam pressures, allowing students to engage more enthusiastically in the research.

This study was conducted over seven months in high schools located in Quang Tri Province, Vietnam The selection of this site was influenced by the presence of relevant issues for investigation and the convenience of the researcher's residency in the area, making it an ideal location for the research.

Research methods

Brown (1995) suggests that various instruments, including existing information, tests, observations, interviews, meetings, and questionnaires, can be utilized for conducting a needs survey In practice, researchers often rely on questionnaires, interviews, and observations to perform needs analysis effectively.

The researcher carried out three main methods: questionnaire, interviews and classroom observation in this research

The questionnaire serves as an effective tool for gathering information from participants, drawing on questions adapted from Sercu (2005) It is structured into four parts, each addressing different facets of teaching culture in foreign language classrooms The design incorporates both closed-ended and open-ended questions, with closed questions presented as multiple-choice items, allowing teachers to select the most appropriate response Additionally, open-ended questions will be included to elicit more detailed insights, enabling a deeper understanding of the subject matter This combination of question types will enhance the depth of responses collected.

In this study, a questionnaire comprising 16 questions was developed to gather information from high school English teachers in Quang Tri Province The questionnaire was distributed in fifty copies, with fifteen of the questions organized into four distinct clusters A summary table of the questionnaire is provided.

Table 3.1: Summary of the questionnaire

Cluster 1: Teachers‟ attitudes towards objectives of English language learning and teaching 1, 2, 3,4, 5,6, 7

Cluster 2: The teachers‟ interest about cultural topics should be included in Grade

10 English textbook and their attitudes towards cultural aspects focused on English textbook for Grade 10

Cluster 3: Asking teachers to self-report how often they practiced activities related to target culture during their teaching time

Cluster 4: Asking teachers to state their ideas on the role of culture in learning and teaching a foreign language

In addition to utilizing questionnaires for research, interviews serve as an effective method for data collection This study employed both tape-recording and note-taking to document responses from interviews featuring six targeted questions designed to extract essential information from teachers Interviews provide an opportunity for researchers to validate findings and obtain detailed insights that may not emerge from questionnaires Semi-structured interviews were conducted with ten Grade 10 English teachers, ensuring participant confidentiality by using pseudonyms such as ELT1, ELT2, and ELT3 throughout the research.

3.4.3 Classroom observation sheets on seven experimental teaching periods

Systematic classroom observation employs both quantitative and qualitative methods to assess classroom behaviors through direct observation of specific events and behaviors, as well as their recording This approach primarily collects data on the frequency and duration of particular behaviors within the classroom Classroom observation offers significant advantages for educators, such as enabling research in naturalistic educational settings, providing detailed and precise evidence compared to other data sources, and facilitating change while verifying its occurrence.

This study utilized classroom observation to analyze the teaching and learning processes during seven experimental teaching sessions across different Grade 10 classes in Quang Tri Province high schools The primary objective was to investigate the cultural elements that teachers incorporate into their lessons and the methods they employ to teach these aspects Data gathered from teachers' feedback and reflections post-lessons were instrumental in validating the findings from the accompanying questionnaire Each observation was structured using an observation sheet and a questionnaire designed to assess the effectiveness of the teaching process.

FINDINGS AND DISCUSSION

Teachers‟ beliefs about language and culture teaching

4.1.1 EL teachers‟ attitudes towards culture teaching

According to Gay (1976), the initial phase of data analysis involves summarizing data through descriptive statistics, which can be the sole focus in certain studies, like questionnaire surveys These statistics enable researchers to effectively describe various data sources using a limited number of indices In this study, frequencies and percentages were calculated for questionnaire items Q2, Q3, Q4, Q6, and Q7 to explore the first research question regarding teachers' perceptions of integrating target culture into English language teaching.

The survey posed two key questions to teachers regarding their students' interest in learning about the cultures of English-speaking countries and their own interest in teaching these cultures The first question gauges students' curiosity, while the second reflects teachers' attitudes toward cultural education Responses were categorized on a scale from "very interested" to "not interested," with "very interested" and "interested" combined to indicate positive attitudes, and "less interested" and "not interested" reflecting negative attitudes The results of these inquiries are summarized in Table 1.

Table 4.1: Teachers‟ interest in culture teaching Interest in teaching culture Frequency Percentage

A significant majority of teachers, 87.6%, report that their students show a keen interest in learning about the cultures of English-speaking countries Additionally, 93.8% of teachers express their own enthusiasm for incorporating cultural education into language teaching This trend likely stems from teachers' understanding of "cultural awareness" and the integration of cultural teaching with language instruction, highlighting the growing recognition of the importance of enhancing students' cultural awareness in the language learning process.

A notable percentage of teachers in Quang Tri Province, Vietnam, express uncertainty regarding their students' interest in cultural learning, with 4 out of 8.3% unsure Additionally, 2 out of 4.1% of teachers themselves are unclear about their interest in teaching foreign cultures This ambiguity and even skepticism towards integrating cultural elements into language education can be considered a typical response within the local context.

To gain insights into teachers' perspectives on cultural teaching, the researcher posed the question, "Do you think it is important to integrate the target culture in English language teaching?" Respondents rated their opinions on a five-point scale: "Very important, important, undecided, less important, and not important." The results combined "Very important" and "important" to reflect positive attitudes towards cultural teaching, while "less important" and "not important" indicated negative attitudes The neutral response, "undecided," was maintained separately The findings are presented in Table 2 below.

Table 4.2: Teachers‟ opinions on the importance of integrating target culture in ELT

Question 4: Do you think that it is important to integrate the target culture in English language teaching?

The findings indicate that a significant majority of teachers, specifically 83.33%, believe in the importance of integrating cultural teaching into English as a Foreign Language (EFL) classes Only 5 out of 48 teachers consider it less important, with no respondents deeming it unimportant This underscores the strong interest among educators in incorporating cultural elements into language instruction, highlighting the recognized significance of the cultural dimension in language teaching.

The results from questions 2, 3, and 4 indicate that a significant number of teachers are enthusiastic about teaching culture, and their students show a keen interest in learning it as well The majority of teachers express positive attitudes towards the importance of integrating culture into language education This prompts the researcher to explore how teachers perceive the objectives of language teaching in relation to cultural instruction, leading to a deeper analysis of their perspectives on these educational goals.

4.1.2 Teachers‟ perceptions of language teaching objectives

Teachers show a strong interest in incorporating culture into language education, reflecting a positive attitude towards cultural teaching Most educators support the inclusion of a cultural dimension in language instruction This raises the question of why they believe such a dimension is essential and what its objectives are To explore this, the researcher will examine teachers' perceptions regarding the aims of English language teaching.

In the study, participants were asked to evaluate the objectives of English teaching using a Likert Scale, ranging from "very important" to "not important." This assessment included six statements adapted from Sercu (2005), focusing on the aims of English language teaching The results are categorized into three key aspects: cultural learning objectives, language learning objectives, and general language education objectives, as detailed in the accompanying table.

Table 4.3: The result of teachers‟ beliefs on objectives of English language teaching

1 Promote students‟ familiarity with the culture, the civilization of the countries where the language which they are learning is spoken

2 Raise students‟ awareness of openness and willingness to accept the world culture

3 Assist students in developing a better understanding of their own identity and culture

4 Assist students to acquire a proficiency of English language which will enable them to meet their future needs in their learning, work and life

General language objectives/learning skills

5 Develop students‟ enthusiasm for learning, good learning habits and self- confidence in learning English well

6 Let students experience the learning process, acquire the learning methods of scientific research and promote awareness of cooperation

Note: N= Number of opinions; P= Percentage (%)

Teachers prioritize general language learning objectives, emphasizing the development of students' long-lasting enthusiasm for learning, effective learning habits, and self-confidence in mastering English (83.3%) They also aim to provide students with experiential learning opportunities, foster scientific research methods, and enhance cooperative awareness (79.16%), while helping students achieve English language proficiency (81.25%) This reflects the belief that language teaching remains a crucial goal In Quang Tri high schools, language knowledge and skills are essential for developing linguistic competence, enabling students to use English for practical future needs Proficiency in English can open doors to opportunities such as attending reputable universities, securing good jobs, studying abroad, and pursuing advanced degrees like M.A or Ph.D.

Table 4.3 indicates that most teachers recognize the need to focus more on students' learning processes and their interest in learning English While cultural objectives in language teaching received percentage rankings of 62.5%, 64.58%, and 68.75%, it is evident that teachers prioritize language instruction over cultural education, despite their expressed interest in incorporating cultural elements into their teaching.

Teachers prioritize general language objectives, such as enhancing student motivation and confidence in learning English, over cultural dimensions, with only 62.5% and 64.58% focusing on promoting familiarity with foreign cultures and understanding their own identity This suggests a need for improved conceptual and practical training in cultural teaching, indicating that teachers may not fully grasp the importance of integrating culture into language education Ultimately, language learning significantly contributes to students' overall development, equipping them for future challenges.

In the language learning process, the focus on language competence is prioritized after general language objectives, while students' emotions and attitudes are given significant attention Cultural learning objectives are considered important but are ranked lower than both general and language learning objectives This suggests that teachers may require time to assimilate these new concepts and may benefit from professional training to better understand the cultural aspects of language teaching.

4.1.3 Teachers‟ perceptions of cultural teaching objectives

Teachers are encouraged to define the goals of English language instruction, while the researcher aims to delve deeper into their views on cultural education Question 7 presents eleven potential objectives for cultural teaching, adapted from Sercu (2005) and the Curriculum (2001) These objectives are categorized into four key aspects: general objectives, skills dimension, knowledge dimension, and attitudinal dimension.

Table 4.4: A list of culture teaching objectives

Q.7 What do you think about the culture teaching objectives in your English language teaching contexts?

General objectives of culture teaching

Q7-1 Make language teaching more interesting and motivating

Q7-2 Widen students‟ horizons on the world

Skill dimension Q7-3 Promote increased understanding of students‟ own culture

Q7-4 Promote the ability to handle intercultural contact situations

Q7-5 Promote students‟ ability awareness to evaluate and their sensitivity to different cultures

Q7-6 Promote students‟ awareness of similarities and differences of English speaking countries

Q7-7 Provide information about the history, geography and political system of the foreign culture(s)

Q7-8 Provide information about daily life and routines Q7-9 Provide information about shared values and beliefs Q7-10 Provide experiences with a rich variety of cultural expressions (literature, music, theatre, film, etc.)

Q7-11 Develop attitudes of acceptance and tolerance towards other peoples and cultures

Table 4.5: The result of culture teaching objectives as defined by teachers in four dimension

Ranking Number of opinions Percentage (%)

The primary objectives of culture teaching in language education, as identified by teachers, are to enhance the interest and motivation in language learning and to broaden students' global perspectives, both receiving an approval rating of 83.3% Teachers believe that incorporating cultural elements significantly boosts the effectiveness of language acquisition.

Teachers‟ perceptions about „culture‟

The researcher aims to explore teachers' understanding and interpretation of the concept of culture, building on their perceptions of language and cultural objectives.

Teachers were asked to define the concept of culture through an open-ended question, allowing them to express their views freely To analyze their responses, it is essential to gather and categorize the various definitions provided by the teachers By grouping similar phrases and words, the researcher can gain a comprehensive understanding of the teachers' perspectives on the cultural dimension.

Table 4.6: Teachers‟ definitions of „culture‟

1 Culture understood as tradition and customs: social customs, habits, moral of people and so on

2 Culture understood as products of all kinds: literature, art, music, film and so on

3 Culture understood as people‟s way of life or habits: daily life, life style, routine, hobby, weather and so on (15/

4 Culture understood as social norms, values, beliefs and behaviour: ways of expressing, religious beliefs…

5 Culture understood as history, geography 18 37.5%

6 Culture understood as political and economic systems 4 8.3%

7 Empty answers (7/14.6%) and uncertain ones (6/12.5%) 13 27.1%

The study categorizes responses from participants into seven distinct groups, resulting in a total of 98 definitions provided by teachers The accompanying percentage figures represent the proportion of total responses across all categories, allowing for a statistical description of the data within these seven categories.

According to Table 4.6, teachers primarily perceive culture as traditions and customs, accounting for 25 out of 52.08% in category 1 Their understanding encompasses various aspects, including social customs, habits, and the moral values of people.

Cultural customs play a significant role in shaping society, with art, music, and film representing 41.66% of cultural expression, surpassing the 31.25% attributed to daily life and lifestyle insights provided by educators Understanding these categories is essential for appreciating the diverse aspects of culture.

It is surprising that teachers assign only 10.4% importance to cultural knowledge in language instruction This may stem from their belief that cultural understanding should focus on history, geography, traditions, and customs, rather than delving into deeper cultural aspects such as values, norms, and behaviors According to Prosser (1978), this limited perspective suggests that without proper training, teachers may find abstract concepts like social norms and beliefs difficult to grasp.

In the analysis of cultural understanding in education, "history and geography" ranks third, comprising 37.5% of the responses In contrast, teachers perceive culture primarily as a reflection of political systems and economies, resulting in a mere 8.3% acknowledgment of its importance This perception may stem from the belief that culture is rooted in traditions and history, while politics and economics are viewed as more immediate concerns Additionally, 12.5% of teachers provided vague or uncertain responses, such as "It is too large to say" or "I don’t know how to define it," raising concerns about their ability to effectively foster students' cultural awareness and meet curriculum objectives in language teaching.

A notable 14.6% of teachers struggled to articulate their understanding of culture, likely due to the complexity of defining it within the context of language teaching Many may perceive the task as daunting, feeling that it exceeds their knowledge or that they have not previously considered its relevance in their teaching experience Consequently, when prompted to define culture, they might choose to remain silent rather than provide an inadequate answer Additionally, some teachers may possess a clear understanding of culture but find it challenging to convey its depth succinctly, leading them to opt out of responding altogether.

Some teachers remain uncertain about the role of culture in language teaching, highlighting a lack of understanding regarding its definition This ambiguity was evident in their responses, as they struggled to articulate what culture encompasses within the context of language education.

Teachers‟ perceptions of cultural aspects in English textbook

4.3.1 Topics teachers expect to teach culture in English textbook for Grade 10

Table 4.6 reveals that teachers primarily perceive "culture" in terms of customs, traditions, and daily life The researcher aimed to explore which aspects of culture or specific cultural topics teachers believe should be included in the Grade 10 English textbook.

In the previous section, it was noted that teachers may not have a clear understanding of "culture" as it is not a regular part of their teaching practice However, when prompted to select topics for language classes, their perspectives become more defined Question 8 specifically asks teachers to rank cultural topics in order of importance for inclusion in the Grade 10 English textbook, highlighting the significance of cultural education in language learning.

Table 4.7: Cultural topics expected by teachers

Our own culture and identify 23 48%

Teachers showed a strong preference for topics such as "daily life" (73%), "school and education" (68.8%), and "festivals and customs" (66.7%), as detailed in Table 4.7 Notably, "shopping, food and drink" and "environmental issues" received equal support (60.4%), highlighting the growing importance of environmental education The inclusion of "body language" (54.2%) reflects teachers' awareness of nonverbal communication's role in interactions, though interpretations of body language can vary across cultures Additionally, while "values and beliefs" ranked among the top ten topics, it received minimal support (10.4%) in defining culture, suggesting that teachers may prioritize classroom dynamics over abstract cultural definitions Furthermore, teachers emphasized "social and living conditions" (39.6%) more than "tourism and travel" (33.3%), indicating a focus on practical aspects of culture.

The Grade 10 English textbook (Bo Giao Duc va Dao tao, 2009) features six primary themes that prominently highlight various cultural aspects, as indicated in Table 4.8 Teachers have selected these topics as favorable for enhancing students' understanding of culture.

Table 4.8:The themes and topics related to aspects of cultures found in Grade 10 English textbook

1 Personal information/ You and me School talks, people‟s background and daily activities

2 Education Special education, technology and school outdoor activities

3 Community The mass media and life in the community

4 Nature and environment Undersea world, conservation of nature and national parks

5 Recreation Music, cinema and theatre and the

6 People and places Typical/famous cities and historical places

And the cultural contents in Grade 10 English textbook are listed in more details as follows:

- Unit 1: A typical day in a farmer‟s Vietnamese family

- Unit 4: Special education (in Vietnam)

- Unit 6: An Excursion (to visit some picturesque sites in Vietnam)

- Unit 7: The mass media (in Vietnam)

- Unit 8: The story of my villages

- Unit 12: Music (around the world)

- Unit 15: Cities (NewYork and London)

As can be seen from the themes and topics in Table 4.8 listed above, 8 units out of

The Grade 10 English textbook primarily focuses on Vietnamese culture, with 16 units dedicated solely to it, resulting in a lack of comparative analysis with target cultures Four of these units, specifically Units 3, 5, 9, and 14, center on monocultural topics, posing challenges for teachers when integrating cultural knowledge into their lessons While there are some cultural topics that resonate with teachers, such as special education, music, cinema, and historical sites, the overall content largely emphasizes Vietnamese culture, with minimal representation of other cultures Additionally, educators in Quang Tri Province have noted that certain topics, like Technology and Conversation, fail to incorporate significant cultural elements.

10), Undersea world (unit 9) Thus, the cultural aspects in Grade 10 English textbook have not met teachers‟ and students‟ needs and interest

Teachers and textbook designers should prioritize selecting culturally relevant topics that resonate with students' real lives, encompassing both source and target cultures These topics should be engaging, straightforward, and conducive to discussion, ultimately aiding in the enhancement of students' intercultural competence (ICC) while facilitating effective culture instruction in the English language classroom.

4.3.2 Teachers‟ perceptions on cultural aspects in Grade 10 English textbook

The Grade 10 English textbook encompasses six key themes and topics that reflect various aspects of culture This study aims to investigate teachers' evaluations regarding the cultural elements presented in the textbook.

Table 4.9: Teachers‟ opinions on cultural aspects in Grade 10 English textbook

A The English textbook 10 is about some aspects of British culture

B The English textbook 10 is about some aspects of American culture

C The English textbook 10 mainly focuses on Vietnamese culture

D The English textbook 10 is both about Vietnamese and English- speaking cultures

E The English textbook 10 is about some aspects of different cultures in the world/world culture

Table 4.9 reveals that a significant majority of teachers, with 52.1% strongly agreeing and 41.6% agreeing, believe that the English textbook 10 effectively represents both Vietnamese and English-speaking cultures.

Grade 10 English textbook includes both aspects of Vietnamese culture and target ones such as English or American culture The notion of “English-speaking” normally refers to countries that use English as their first language Countries that belong to the “English-speaking culture” in this study are the United Kingdom, the United States of America, Australia, Canada, New Zealand and Ireland In fact, as the statistics show, the textbook contains information about the United Kingdom and the United States of America, which take the second places compared to the Vietnamese culture Very little cultural knowledge about other English-speaking cultures is provided in the textbook content Most of the information about these two countries introduces their well-known geographical places (for example, London, New York and their famous buildings) and people (for example, The Beatles and Luther King)

However, the textbook also mainly focuses on Vietnamese culture, 8 units out

The English textbook 10 features a significant focus on Vietnamese culture, with 16 sections dedicated to it, representing 50% of the cultural content A survey of teachers revealed that 45.8% strongly agree and 37.5% agree with this emphasis on Vietnamese culture The textbook encompasses a wide range of topics, including Vietnamese geography and history, notable figures such as Van Cao, and insights into the everyday life of Vietnamese people, highlighting their village customs and student experiences.

A mere 4.2% of teachers strongly agreed that the English textbook 10 adequately covers various aspects of world cultures, while a significant majority, 41.6% and 33.4%, expressed disagreement Although the textbook includes some references to cultures beyond Vietnam and English-speaking nations, such as information on French and Polish scientists Pierre and Marie Curie, it appears insufficient in its cultural representation.

The textbook emphasizes cross-cultural teaching by comparing various countries and cultures, illustrated through examples such as Olympic gymnast Nellie Kim from Russia, Brazilian football legend Pelé, and the diverse wildlife of Nairobi National Park in Kenya It highlights the differences and similarities among national parks in Vietnam, Kenya, and the USA, as well as contrasting village life in Vietnam with that in English-speaking countries.

Incorporating information about both Vietnamese and foreign cultures in texts focused on cross-cultural comparisons can significantly enhance students' awareness and competence in this area.

Teachers‟ opinions on the role of culture in language teaching

To investigate what teachers think about the role of culture in teaching and learning a foreign language, the items from Q16-1 Q16-11 were asked among

EL teachers The results of the study are presented in Table 4.12 below

Table 4.10: Teachers‟ opinions about the role of culture in teaching FL

In a foreign language classroom, teaching culture is as important as teaching the foreign language

An emphasis on the study of foreign culture can contribute to the student‟s loss of cultural identity

It is impossible to teach the foreign language and foreign culture in an integrated way

The more students know about the foreign culture, the more tolerant they are

Misunderstandings arise equally from linguistic and from cultural differences when speakers of different languages meet

The cultural dimension in foreign language classes should be expanded

All the English-speaking countries‟ cultures are equally valid to be represented in an

Learning a foreign culture can change the students‟ attitude towards her/his own culture

The most important goal in learning about a foreign culture is to develop a critical attitude towards both native and target cultures

Combining language and culture helps learners to improve their language skills

A significant majority of English teachers (81.25%) recognize the importance of integrating culture into foreign language education, with 79.1% believing that knowledge of foreign culture fosters tolerance among students Despite 52% of teachers disagreeing with the notion that foreign language and culture cannot be taught together, they collectively support the idea that both can coexist in the classroom This perspective contrasts with Krashen's (1982) assertion that culture cannot be effectively taught in a classroom setting, as he argues that it lacks the natural context necessary for true understanding However, the findings of this study align with Byram's views, emphasizing the belief among educators that culture is an essential component of foreign language instruction.

(1988), Bada (2000) and Byram and Kramsch (2008) who support the integration of culture into the language classroom

A significant majority of teachers (91.6%) recognize that misunderstandings often stem from both linguistic and cultural differences Furthermore, 67.8% support the integration of cultural dimensions into foreign language classes However, only 50.3% of English teachers believe that all cultures from English-speaking countries should be represented in the syllabus, while 18.75% remain undecided This hesitation may arise from a perception that English-speaking countries primarily include the United Kingdom, the United States, and Australia, leading some educators to question the necessity of including other cultures in the curriculum.

Only 37.5% of teachers believe that culture influences students' attitudes towards their own culture, potentially reflecting their college experiences Additionally, 52.1% disagree that focusing on foreign language culture leads to a loss of cultural identity Furthermore, 52.3% of teachers emphasize that the primary goal of learning about foreign cultures is to foster a critical attitude towards both the target and native cultures, indicating a strong interest in promoting critical awareness in cultural education.

A significant majority of teachers, 81.2%, recognize the motivational power of culture in language learning, with 91.6% believing that integrating language and culture enhances students' language skills As one teacher noted, “Without knowing a country’s culture, it is difficult to learn this language well,” emphasizing that familiarity with the target culture is essential for students to comprehend contexts and effectively communicate.

To support the teacher‟s statement above, another one gave her opinion on this problem

She revealed: “I always think language and culture can‟t be separated, they complement each other

Teachers‟ perceptions of time they devote to culture teaching

This section explores teachers' perceptions regarding the time they dedicate to culture teaching in language classrooms, based on interview insights It highlights their views on the objectives of English teaching and underscores the significance they attribute to cultural education.

Most participants in the interview expressed a consensus that they allocate more time to language teaching than to culture teaching They provided various reasons to support their views on this teaching approach.

ELT 6 stated: “I devote my teaching time over 80% language and 20% culture The English language lessons are text-oriented and the contents of examination are taken from the textbook focusing on language knowledge Thus, the acquisition of English knowledge is still considered important and the proficiency of English”

ELT 8 revealed another reason: “Cultural information included in the examination occupy very low rate Teaching culture is only a tool to help students easier learn a foreign language So I devote my teaching time over 60% language and 40% culture”

However, it is surprising when ELT 7 stated that she give 60% time to culture teaching

To assess the actual classroom practices of teachers regarding time allocation in language teaching, the researcher will explore their willingness and attitudes towards spending more time on cultural teaching within the English teaching process.

A recent survey reveals that 60% of teachers are eager to dedicate more time to cultural education, while 30% are opposed to increasing their focus on this aspect One teacher remains neutral on the matter An enthusiastic English Language Teaching (ELT) instructor emphasized the benefits of cultural teaching, stating, “Teaching culture makes students and the classroom more interesting.”

Teachers are increasingly willing to dedicate time to culture teaching in order to enhance student interest in learning English, making language classes more engaging and relevant As one teacher noted, the goal is not only to impart language knowledge but also to provide insights into the cultural contexts of English-speaking countries, which aids in memory retention Understanding the cultural nuances behind a language is essential for students to grasp its true meaning Additionally, a positive attitude towards culture teaching is reflected in efforts to develop both communicative and intercultural competence among students.

Teachers understand that the primary goal of teaching English is to enable effective communication across diverse cultural backgrounds They are committed to investing time in teaching cultural aspects, anticipating that this will enhance students' ability to communicate successfully in various situations.

Three out of 48 teachers expressed reluctance to allocate more time to cultural teaching due to time constraints in covering the language curriculum and the need to help students achieve proficiency in English As one teacher noted, “We can’t spend more time on cultural teaching; we must finish our teaching tasks, and students are surely not having enough time to practice their English.” They also believe that it is not too late for students to learn about culture upon entering university This perspective highlights a significant challenge in language education in Vietnam, particularly in some high schools in Quang Tri province However, the concerns of these teachers do not undermine the sincerity of those who are willing to dedicate more time to cultural education.

The study reveals that teachers prioritize language instruction over cultural education, despite expressing a strong desire to allocate more time to the latter This sentiment is echoed by students, who share positive attitudes towards cultural teaching However, teachers experience frustration due to constraints such as limited time, examination pressures, and unfamiliarity with foreign cultures While a few teachers exhibit negative attitudes towards cultural instruction, the overall findings are promising, as many educators recognize the significance of integrating cultural dimensions into language teaching and are eager to enhance their focus on this aspect.

Teachers‟ practice relating to culture teaching

Question 11 asks teachers to indicate a number of possible cultural teaching activities that they often practice during their classroom teaching time This question consists of eleven items, eleven of which (Q11-1 Q11-11) are possible culture teaching activities adopted and adapted from the CULTNET project (Sercu et al., 2005) and Han‟s research (Han, 2009) This question was structured in the scale of „often, seldom and never A list of possible culture- introducing activities in three aspects (cognitive dimension, attitudinal dimension, and skills dimension) and two approaches (teacher-centered and learner-centered) appear in the questionnaire randomly as follows:

Table 4.11: The culture teaching activities teachers practice

Q11-1 I teach culture in English classes based on the textbook I am using

Q11-2 I tell my students what I heard or read about the target country or culture

Q11-3 I tell my students why I find something fascinating or strange about the target culture

Q11-4 I ask my students to describe an aspect of their own culture in English

Q11-5 I ask my students to compare an aspect of their own culture with that aspect in the target culture

Q11-6 I ask my students to participate in role-play activity in which people from different cultures meet

Q11-7 I talk with my students about stereotypes regarding particular cultures and countries

Q11-8 I comment on what the target culture is represented in the classroom materials

Q11-9 I ask my students to independently explore an aspect of the target culture

Q11-10 I use videos, CD-ROMs or the

Internet to illustrate an aspect of the target culture

Q11-11 I decorate my classroom with posters illustrating particular aspects of the foreign culture

Table 4.11 reveals that while teachers occasionally incorporate cultural activities in their classrooms, they do not allocate additional time specifically for teaching cultural elements Nevertheless, they effectively integrate relevant aspects of the target culture to enhance students' language learning experience.

Interviews revealed insights into the classroom activities teachers implement, particularly regarding their approach to teaching culture When asked about their methods, teachers indicated that they do not allocate additional time for cultural education, as they rely on the existing syllabus to guide their teaching practices.

Adhering to a strict syllabus limits my ability to dedicate additional time to teaching the target culture I can only address cultural aspects as they are presented in the textbook.

ET 3 revealed the same reason:

I strive to incorporate elements of the target culture into my teaching, but my limited time often restricts how deeply I can explore these cultural aspects While I would prefer to dedicate more time to cultural education, the demands of the syllabus and the need to keep pace with its progress impose constraints on my ability to do so effectively.

Many educators recognize that incorporating culture into their teaching demands additional time; however, they often lack the necessary time to do so Furthermore, their ability to address cultural aspects is restricted to what is presented in textbooks and course materials These insights indicate that the primary goal of teaching culture is not to focus on cultural education itself, but rather to facilitate the language learning process for students.

Teachers frequently incorporate specific culture-teaching activities, particularly Q11-1, Q11-5, and Q11-7, into their classrooms, as indicated in Table 4.11 However, they only utilize these activities occasionally overall.

Q11-1 and Q11-3 focus on cognitive, teacher-centered activities where educators define cultural content, while Q11-4, Q11-5, and Q11-7 emphasize student-centered approaches that encourage cultural comparison These comparisons enable teachers to illustrate that both students' native and target cultures possess values, beliefs, and traditions that shape their lives Such activities foster positive attitudes toward the target culture and promote intercultural understanding One teacher, referred to as ELT 2, highlighted the importance of cross-cultural comparisons in cultivating intercultural sensitivity Q11-5 specifically addresses the skills dimension of culture teaching, where students compare aspects of their culture with those of the foreign culture This process enhances students' understanding of their own culture and nurtures empathy for the target culture by analyzing similarities and differences Ultimately, these activities allow teachers to expose students to the target culture while helping them recognize the characteristics and diversity within their own cultures.

(2009) mentioned students may be led to critically examine the target language cultures and should not consider their own cultural norms as the only natural and correct modes of behavior

Most teachers (64.6%) rarely decorate their classrooms with posters showcasing elements of foreign culture They often cite a lack of authentic materials and the potential for misleading information found online as reasons for this practice.

The findings indicate that textbooks are the primary resource for teaching culture in English classes, serving as a key source for both cultural content and language knowledge Consequently, instructional activities are often focused around the textbook.

Teachers actively utilize various information sources to enhance students' understanding of target cultures A significant majority, 77.1%, engage students in role-play activities that simulate interactions between different cultures Additionally, 75% of educators incorporate multimedia resources such as videos, CD-ROMs, and the Internet to highlight aspects of foreign cultures With a strong sensitivity to cultural stereotypes, 85.4% of teachers aim to challenge and reshape students' stereotypical perceptions, fostering a more realistic and nuanced understanding of the people from these cultures.

Interviews reveal that ELT 5 emphasizes the importance of exposing students to diverse cultural perspectives, stating, “What students see in movies does not reflect the true lives of people in foreign countries.” To combat stereotypes, ELT 5 utilizes various resources, including news articles and videos, to encourage critical thinking about the target culture.

Classroom practices indicate that teachers utilize various information sources to introduce students to foreign cultures, reflecting a commitment to fostering a critical perspective on these cultures.

Classroom activities frequently focus on the cognitive domain and are primarily teacher-centered, with educators aiming to impart various aspects of the target culture to enhance students' language learning.

Teachers are striving to balance teacher-centered and student-centered approaches in English language teaching, focusing on both knowledge-based instruction and skill development While they aim to engage students in classroom activities, they predominantly control the content and teaching process The activities employed are primarily aligned with a teacher-centered and cognitive approach, emphasizing the acquisition of language and cultural knowledge over the development of attitudinal and skills dimensions of intercultural competence This pattern suggests that teachers' beliefs and perceptions about language teaching and learning significantly influence their instructional practices.

The observation of teachers‟ practice of integrating target culture in language

The author conducted a study on teachers' perceptions and practices regarding the integration of target culture in language classrooms, observing seven experimental teaching sessions across seven different classes in various Quang Tri High Schools.

Teachers' evaluations during the seven experimental periods confirmed the selection and teaching methods of cultural aspects by English teachers, as detailed in sections 4.3 and 4.6 A primary challenge identified by teachers was selecting cultural elements that aligned with the curriculum topics, which were relevant to students' lives Additionally, the cultural content was deemed suitable for the students' proficiency levels The teaching techniques employed, such as using the textbook (75%), sharing insights about the target culture (73%), and encouraging comparisons between students' own culture and the target culture (60.4%), effectively engaged students Consequently, these methods fostered student participation in English learning and significantly enhanced their curiosity, enthusiasm, and self-confidence in using the language across various contexts.

Teachers emphasized the importance of including culturally relevant topics in the Grade 10 English textbook, such as festivals, customs, shopping, food, drink, body language, and environmental issues, to enhance students' intercultural competence (ICC) They suggested that these cultural elements can be seamlessly integrated at various stages of the teaching process—pre-stage, while-stage, or post-stage—allowing for flexibility based on the learning objectives associated with introducing new cultural content.

The majority of teachers exhibit a positive attitude towards culture teaching, as highlighted in section 4.1.1 The cultural aspects included in each unit are engaging and aligned with students' lives and levels Additionally, teachers effectively integrate target culture into their lessons using techniques that save time and captivate students, enhancing their language learning experience.

The observation of seven experimental periods revealed that while teachers occasionally incorporated cultural aspects into their units, their primary focus remained on linguistic competence, leaving insufficient time for cultural education This aligns with teachers' perceptions regarding the time dedicated to teaching culture Additionally, many educators expressed concerns about their lack of knowledge regarding the target culture, compounded by inadequate training in cultural instruction, which hindered their ability to develop effective strategies and clear objectives Furthermore, students often exhibit negative attitudes towards the target culture, viewing it through the lens of their native culture and creating barriers that prevent acceptance of new cultural behaviors Isik (2003, 2004) highlights this issue, noting that students may dismiss the values of the target culture, leading to a perception of it as "strange" when faced with unfamiliar cultural phenomena.

CONCLUSIONS AND IMPLICATIONS