Luận văn treatment of cross cultural characteristics in the teaching of speaking to grade 12a1 students of english in nam dan 1 high school in nghe an province

attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language - To find out the altitudes of leachers and students al Nara Dan 1 high school toward

VIETNAM NATIONAL UNIVERSITY, IIA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

o0o

HO THI] MY HANH

CHARACTERISTICS IN THE TEACHING

OF SPEAKING SKILL TO GRADE 12A1 STUDENTS

OF ENGLISH IN NAM DAN 1 HIGH SCHOOL IN

NGHE AN PROVINCE

Xử ly các yếu tố giao văn hoá trong giờ dạy nói tiếng Anh

cho học sinh lớp 12A1 Trường THPT Nam Đàn 1,

tỉnh Nghệ An

M.A MINOR - THESIS

HA NOT, 2010

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

o0o

HÒ THỊ MỸ HẠNH

TREATMENT OF CROSS-CULTURAL CHARACTERISTICS IN THE TEACHING

OF SPEAKING TO GRADE 12A1 STUDENTS OF ENGLISH IN NAM DAN | HIGH SCHOOL IN

NGHE AN PROVINCE

Xử lý các yếu tố giao văn hoá trong giờ đạy nói tiếng Anh

cho học sinh lớp 12A1 Trường THPT Nam Dan 1,

tinh Nghé An

M.A MINOR - THESIS

Supervisor: Assoc Prof Dr Ngé Đình Phương

HA NOI, 2010

3, Scope of the study

4, Research questions

2

PART B: DEVELOPMENT

Chapter I: Literature review

1.1 The importance of crass cultural knowledge in foreign language learning

LL1 Definitions of term “culture” and “cross-culture”

1.1.12 Whalis cross-cullure?

1.1.2 The relationship between language and culture

12 Goals and objectives for treatment cross-cultural characteristics in English

Chapter 2: The stredy

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

2.1 Situation analysis

2.1.2 Participants and Classroem context

2.2, Data collecting instruments

2.3 Data analy six

2.3.1 The attitudes of the learmers towards the target culture

2.3.1.1 Positive attitudes towards the target culture - - 18

2.3.1.2 Negative altitudes lowards the target culture Tả 30

2.3.2 The attitudes of the teachers and learners towards the impoitance of culture

2.4, Discussion of the findings 27

Chapter 3: Suygestions for treatment cross-cultural churacteristies into teaching of speaking in English to grade 12A1 students in Nam Dan I high school

3.1 Implications

3.11 Tote

be 3.2 Suggestions for treatment cross- cultural characteristics into teaching of speaking In

20

English fa grade 12A1 students in Nam Dan T high schoo!

3.2.1 Teachers and students’ sources in Nam Dan I high school for enriching cross-

11

2, Àirns of the study

The major airns af th dy arc as [allows

- To investigate the teachers' and students! attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language

- To find out the altitudes of leachers and students al Nara Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching

'To find out the effective ways of treatment cross-cultural characteristics into teaching

of spouking in English

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is ting English?

2, How do teachers and students at NDI high school appreciate the role of culture in speaking, skills?

3 How docs students! cross-cultwal understanding change through the treatment of eross- cultural characteristics in speaking lessons?

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

LIST OF FIGURE

Figure 1: ‘The students’ perception of the role of culture in Lnglish learning 20 Figure 2: The altitudes of the students toward the tank of skills in order of importance im

Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in

Figure 4: the attitudes of teachers and students toward influence of the difference between Vietnamese and English culture om their teaching and learning spoken English 23 Figure 5: The studonts’ cvaluation ơn (lo appcđ culure loaching activitios 24 Figure 6; The change in students’ test result aller tieating English culture-teaching activities

11

2, Àirns of the study

The major airns af th dy arc as [allows

- To investigate the teachers' and students! attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language

- To find out the altitudes of leachers and students al Nara Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching

'To find out the effective ways of treatment cross-cultural characteristics into teaching

of spouking in English

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is ting English?

2, How do teachers and students at NDI high school appreciate the role of culture in speaking, skills?

3 How docs students! cross-cultwal understanding change through the treatment of eross- cultural characteristics in speaking lessons?

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

11

2, Àirns of the study

The major airns af th

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

LIST OF FIGURE

Figure 1: ‘The students’ perception of the role of culture in Lnglish learning 20 Figure 2: The altitudes of the students toward the tank of skills in order of importance im

Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in

Figure 4: the attitudes of teachers and students toward influence of the difference between Vietnamese and English culture om their teaching and learning spoken English 23 Figure 5: The studonts’ cvaluation ơn (lo appcđ culure loaching activitios 24 Figure 6; The change in students’ test result aller tieating English culture-teaching activities

LIST OF FIGURE

Figure 1: ‘The students’ perception of the role of culture in Lnglish learning 20 Figure 2: The altitudes of the students toward the tank of skills in order of importance im

Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in

Figure 4: the attitudes of teachers and students toward influence of the difference between Vietnamese and English culture om their teaching and learning spoken English 23 Figure 5: The studonts’ cvaluation ơn (lo appcđ culure loaching activitios 24 Figure 6; The change in students’ test result aller tieating English culture-teaching activities

12

instrument of data collection Data were analysised quantitatively by means of descriptive

stati:

6 Organization of the study

‘The study is divided into three main parts

Part A is the INTRODUCTION In this part, the rationale, the aims, research questions, the scope of the study, method, and design of the study are presented

Part Bis DEVELOPMENT There are three chapters in this part

Chapter 4 reviews the related knowledge that helps to give the theoretical foundation for this study ‘This review consists of the literature on the role of cross-cultural understanding ,

technigucs That can be used to raise studonis’ eross-

Chapter 3 contains the summary of findings, the suggestions for (treatment of cross-cultural charactetistics into speaking lesson and the recommendation for further studies

Part C is CONCLUSION

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

SUGGESTED LESSON PLANS

LIST OF TABLE

‘Table 1: Positive attitudes toward the target language - - - 19 Table 2: Negative attitudes loward the targel language - 20 Table 3: The attitudes of the students toward the rank of skills in order of importance

Table 4: The altitudes of the teachers toward the rank of skills in order of importance

in learning speaking skill

‘Table 5: The attitude of students toward the importance of speaking skill

Table 6: The change in students’ test result after treating English culture-tcaching activitics

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

12

instrument of data collection Data were analysised quantitatively by means of descriptive

stati:

6 Organization of the study

‘The study is divided into three main parts

Part A is the INTRODUCTION In this part, the rationale, the aims, research questions, the scope of the study, method, and design of the study are presented

Part Bis DEVELOPMENT There are three chapters in this part

Chapter 4 reviews the related knowledge that helps to give the theoretical foundation for this study ‘This review consists of the literature on the role of cross-cultural understanding ,

technigucs That can be used to raise studonis’ eross-

Chapter 3 contains the summary of findings, the suggestions for (treatment of cross-cultural charactetistics into speaking lesson and the recommendation for further studies

Part C is CONCLUSION

Personally, I think that cultural gaps are one of the most important keys lead us to success in commmunicating genuinely and understanding the real world outside the classroom

In order to use the language effectively, language teachers should realize that knowledge of the world’s language and culture is increasingly important Language leamers need to have

of not only the Tanguage bul also the culture in which the Tanguage is used Therefore, it is suggested that language teachers should focus on the integration of culture in Janguage classroom, which serves as a tool for helping students understand and appreciate other enftures

Nowadays, in teaching and leaming English as a foreign language in Viemam, speaking has received a great deal of attention Nonetheless, English is leat and taught in a normative cnvirorment, students usually de iol have close contact with native spaskers of English and have little opportunity to discover how thesc speakers think, fool, and interact with others That is the reason why they do not feel confident enough to converse with English lgachers or native speakers

It proves everything clear that cultwe and language can not be separated and the teaching and leaming of a foreign language should always be a culture- based course, So as 10 improve sinden's coromunicative competence, leacher should insert cross-cultural knowledge into the learning and teaching of speaking skills From my teaching experience, cultural challenges in spzaking-class have become a great source of inspiration for my thesis, which deals with the problem: "Treatment of cross-cultural characteristics in the teaching

uf speaking skill to grade 12A1 students of English." This study is, henec, to aim al treating cross-cultural characteristics into teaching of speaking in English for the teacher and students

at Nam Dan Lhigh school

SUGGESTED LESSON PLANS

LIST OF TABLE

‘Table 1: Positive attitudes toward the target language - - - 19 Table 2: Negative attitudes loward the targel language - 20 Table 3: The attitudes of the students toward the rank of skills in order of importance

Table 4: The altitudes of the teachers toward the rank of skills in order of importance

in learning speaking skill

‘Table 5: The attitude of students toward the importance of speaking skill

Table 6: The change in students’ test result after treating English culture-tcaching activitics

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

2.1 Situation analysis

2.1.2 Participants and Classroem context

2.2, Data collecting instruments

2.3 Data analy six

2.3.1 The attitudes of the learmers towards the target culture

2.3.1.1 Positive attitudes towards the target culture - - 18

2.3.1.2 Negative altitudes lowards the target culture Tả 30

2.3.2 The attitudes of the teachers and learners towards the impoitance of culture

2.4, Discussion of the findings 27

Chapter 3: Suygestions for treatment cross-cultural churacteristies into teaching of speaking in English to grade 12A1 students in Nam Dan I high school

3.1 Implications

3.11 Tote

be 3.2 Suggestions for treatment cross- cultural characteristics into teaching of speaking In

20

English fa grade 12A1 students in Nam Dan T high schoo!

3.2.1 Teachers and students’ sources in Nam Dan I high school for enriching cross-

2.1 Situation analysis

2.1.2 Participants and Classroem context

2.2, Data collecting instruments

2.3 Data analy six

2.3.1 The attitudes of the learmers towards the target culture

2.3.1.1 Positive attitudes towards the target culture - - 18

2.3.1.2 Negative altitudes lowards the target culture Tả 30

2.3.2 The attitudes of the teachers and learners towards the impoitance of culture

2.4, Discussion of the findings 27

Chapter 3: Suygestions for treatment cross-cultural churacteristies into teaching of speaking in English to grade 12A1 students in Nam Dan I high school

3.1 Implications

3.11 Tote

be 3.2 Suggestions for treatment cross- cultural characteristics into teaching of speaking In

20

English fa grade 12A1 students in Nam Dan T high schoo!

3.2.1 Teachers and students’ sources in Nam Dan I high school for enriching cross-

LIST OF FIGURE

Figure 1: ‘The students’ perception of the role of culture in Lnglish learning 20 Figure 2: The altitudes of the students toward the tank of skills in order of importance im

Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in

Figure 4: the attitudes of teachers and students toward influence of the difference between Vietnamese and English culture om their teaching and learning spoken English 23 Figure 5: The studonts’ cvaluation ơn (lo appcđ culure loaching activitios 24 Figure 6; The change in students’ test result aller tieating English culture-teaching activities

11

2, Àirns of the study

The major airns af th dy arc as [allows

- To investigate the teachers' and students! attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language

- To find out the altitudes of leachers and students al Nara Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching

'To find out the effective ways of treatment cross-cultural characteristics into teaching

of spouking in English

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is ting English?

2, How do teachers and students at NDI high school appreciate the role of culture in speaking, skills?

3 How docs students! cross-cultwal understanding change through the treatment of eross- cultural characteristics in speaking lessons?

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

Personally, I think that cultural gaps are one of the most important keys lead us to success in commmunicating genuinely and understanding the real world outside the classroom

In order to use the language effectively, language teachers should realize that knowledge of the world’s language and culture is increasingly important Language leamers need to have

Nowadays, in teaching and leaming English as a foreign language in Viemam, speaking has received a great deal of attention Nonetheless, English is leat and taught in a normative cnvirorment, students usually de iol have close contact with native spaskers of English and have little opportunity to discover how thesc speakers think, fool, and interact with others That is the reason why they do not feel confident enough to converse with English lgachers or native speakers

It proves everything clear that cultwe and language can not be separated and the teaching and leaming of a foreign language should always be a culture- based course, So as 10 improve sinden's coromunicative competence, leacher should insert cross-cultural

knowledge into the learning and teaching of speaking skills From my teaching experience, cultural challenges in spzaking-class have become a great source of inspiration for my thesis, which deals with the problem: "Treatment of cross-cultural characteristics in the teaching

uf speaking skill to grade 12A1 students of English." This study is, henec, to aim al treating cross-cultural characteristics into teaching of speaking in English for the teacher and students

at Nam Dan Lhigh school

LIST OF FIGURE

Figure 1: ‘The students’ perception of the role of culture in Lnglish learning 20 Figure 2: The altitudes of the students toward the tank of skills in order of importance im

Figure 3: The attitudes of the teachers toward the rank of skills in order of importance in

Figure 4: the attitudes of teachers and students toward influence of the difference between Vietnamese and English culture om their teaching and learning spoken English 23 Figure 5: The studonts’ cvaluation ơn (lo appcđ culure loaching activitios 24 Figure 6; The change in students’ test result aller tieating English culture-teaching activities

11

2, Àirns of the study

The major airns af th

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

11

2, Àirns of the study

The major airns af th dy arc as [allows

- To investigate the teachers' and students! attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language

- To find out the altitudes of leachers and students al Nara Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching

'To find out the effective ways of treatment cross-cultural characteristics into teaching

of spouking in English

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is ting English?

2, How do teachers and students at NDI high school appreciate the role of culture in speaking, skills?

3 How docs students! cross-cultwal understanding change through the treatment of eross- cultural characteristics in speaking lessons?

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

SUGGESTED LESSON PLANS

LIST OF TABLE

‘Table 1: Positive attitudes toward the target language - - - 19 Table 2: Negative attitudes loward the targel language - 20 Table 3: The attitudes of the students toward the rank of skills in order of importance

Table 4: The altitudes of the teachers toward the rank of skills in order of importance

in learning speaking skill

‘Table 5: The attitude of students toward the importance of speaking skill

Table 6: The change in students’ test result after treating English culture-tcaching activitics

2.1 Situation analysis

2.1.2 Participants and Classroem context

2.2, Data collecting instruments

2.3 Data analy six

2.3.1 The attitudes of the learmers towards the target culture

2.3.1.1 Positive attitudes towards the target culture - - 18

2.3.1.2 Negative altitudes lowards the target culture Tả 30

2.3.2 The attitudes of the teachers and learners towards the impoitance of culture

2.4, Discussion of the findings 27

Chapter 3: Suygestions for treatment cross-cultural churacteristies into teaching of speaking in English to grade 12A1 students in Nam Dan I high school

3.1 Implications

3.11 Tote

be 3.2 Suggestions for treatment cross- cultural characteristics into teaching of speaking In

20

English fa grade 12A1 students in Nam Dan T high schoo!

3.2.1 Teachers and students’ sources in Nam Dan I high school for enriching cross-

11

2, Àirns of the study

The major airns af th

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

Personally, I think that cultural gaps are one of the most important keys lead us to success in commmunicating genuinely and understanding the real world outside the classroom

In order to use the language effectively, language teachers should realize that knowledge of the world’s language and culture is increasingly important Language leamers need to have

of not only the Tanguage bul also the culture in which the Tanguage is used Therefore, it is suggested that language teachers should focus on the integration of culture in Janguage classroom, which serves as a tool for helping students understand and appreciate other enftures

Nowadays, in teaching and leaming English as a foreign language in Viemam, speaking has received a great deal of attention Nonetheless, English is leat and taught in a normative cnvirorment, students usually de iol have close contact with native spaskers of English and have little opportunity to discover how thesc speakers think, fool, and interact with others That is the reason why they do not feel confident enough to converse with English lgachers or native speakers

It proves everything clear that cultwe and language can not be separated and the teaching and leaming of a foreign language should always be a culture- based course, So as 10 improve sinden's coromunicative competence, leacher should insert cross-cultural knowledge into the learning and teaching of speaking skills From my teaching experience, cultural challenges in spzaking-class have become a great source of inspiration for my thesis, which deals with the problem: "Treatment of cross-cultural characteristics in the teaching

uf speaking skill to grade 12A1 students of English." This study is, henec, to aim al treating cross-cultural characteristics into teaching of speaking in English for the teacher and students

at Nam Dan Lhigh school

Personally, I think that cultural gaps are one of the most important keys lead us to success in commmunicating genuinely and understanding the real world outside the classroom

In order to use the language effectively, language teachers should realize that knowledge of the world’s language and culture is increasingly important Language leamers need to have

Nowadays, in teaching and leaming English as a foreign language in Viemam, speaking has received a great deal of attention Nonetheless, English is leat and taught in a normative cnvirorment, students usually de iol have close contact with native spaskers of English and have little opportunity to discover how thesc speakers think, fool, and interact with others That is the reason why they do not feel confident enough to converse with English lgachers or native speakers

It proves everything clear that cultwe and language can not be separated and the teaching and leaming of a foreign language should always be a culture- based course, So as 10 improve sinden's coromunicative competence, leacher should insert cross-cultural

knowledge into the learning and teaching of speaking skills From my teaching experience, cultural challenges in spzaking-class have become a great source of inspiration for my thesis, which deals with the problem: "Treatment of cross-cultural characteristics in the teaching

uf speaking skill to grade 12A1 students of English." This study is, henec, to aim al treating cross-cultural characteristics into teaching of speaking in English for the teacher and students

at Nam Dan Lhigh school

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

13

PART B: DEVELOPMENT

CHAPTER 1 LITKRATURE REVIEW

1.1 The importance pf crass- cultural knowledge in foreign language learning

‘When students lean a foreign language, their ultimate aim should be directed towards the understanding of the ways people do things and why they do them At the same time language teachers also feel that while this goal is the most ideal, 1f is not very eazy to handle,

due partly to our immbatanced knowledge of more than onc dicipline, parlly also to lime limitation in the classrooms Students also have to face a unique problem of not being able to get themselves exposed to the natural environment while pursuing their language study Therefore, they have to be equipped with cross-cultural knowledge to Jeam forcign languag> more effectively

1.1.1 Definitions of term “culture” and “cross-culiure”

1.1.4.1 What is culture?

‘There are many definitions and ways of understanding term " culture", Kroeber and Kluckhohn (1954) found aver throc hundred definitions of culture in their study, which underlines the difficulty and scope of issues involved in comnnaticating and teaching about

culture "Culture" has many aspects, it ineludes behavior, attitudes, and the social knowledge

thal porson use to interpret cxporiznee Th other words, culture should he

ideas, and belief that are used to interpret other's action, words, and thinking,

According to Klnckhohm (cited in Christopher Early1993:42): Culture is the patterned

as assumplions,

ways of thinking, feeling and reacting required and transmitted mainly hy symbals,

constituling the distinctive achievements of iaanan groups, inclading ther embodinents of artifacts, the essential care of culture consists of tradHianal ideas and especially their

attached values

Benedict, R.(1934:16) thinks "Cultue is what really binds men together" Culture is all

accepted and collaborated ways of behavior of a given people It is that facet of human life

Tom behavior shared with others.

11

2, Àirns of the study

The major airns af th dy arc as [allows

- To investigate the teachers' and students! attitudes towards the importance of cross- cultural knowledge to the learning of a foreign language

- To find out the altitudes of leachers and students al Nara Dan 1 high school toward the importance of culture in learning speaking skills in English language teaching

'To find out the effective ways of treatment cross-cultural characteristics into teaching

of spouking in English

3 Scope of the study

To develop speaking skill and the commuricative compotence for students at Nam Dan I high school, teachers has made a lot of etftut to motivate the students to participate in speaking class effectively, However, in the thesis, the researcher wants to find out the attitudes, as well as the cross-culture awareness in teaching and learning spoken English The scope of this study is Limited to the raising of studcnts’ cross-cultwal awareness through speaking only

The subjects of the siudy are grate 12A1 studenls of English at Nam Dan T high school in Nehe An province, The research is confined to English and American cultures as the cultures of the target language ‘Ihe suggestions and recommendations are all centered on a combination of task-based of activily- hased syllabuses

4, Research questions

‘This study is implemented to find answers to the following questions:

1 Whats the students’ perception of the role of cultural understanding in Is ting English?

2, How do teachers and students at NDI high school appreciate the role of culture in speaking, skills?

3 How docs students! cross-cultwal understanding change through the treatment of eross- cultural characteristics in speaking lessons?

5 Methods of the stutly

Because the purpose of this study is to investigate the teachers’ and students’ perception

of the role od cultural understanding in learning English, a questionnaire was used as the key

12

instrument of data collection Data were analysised quantitatively by means of descriptive

stati:

6 Organization of the study

‘The study is divided into three main parts

Part A is the INTRODUCTION In this part, the rationale, the aims, research questions, the scope of the study, method, and design of the study are presented

Part Bis DEVELOPMENT There are three chapters in this part

Chapter 4 reviews the related knowledge that helps to give the theoretical foundation for this study ‘This review consists of the literature on the role of cross-cultural understanding ,

technigucs That can be used to raise studonis’ eross-

Chapter 3 contains the summary of findings, the suggestions for (treatment of cross-cultural charactetistics into speaking lesson and the recommendation for further studies

Part C is CONCLUSION