Rationale
Foreign language learning involves key components such as grammatical and communicative competence, language proficiency, and an appreciation for cultural differences Cultural competence, which encompasses understanding the customs, beliefs, and meanings of another culture, is essential in this process Many educators strive to integrate cultural education into foreign language curricula, recognizing its importance for both scholars and learners.
In recent years, English has gained significant importance as a foreign language in Vietnam, becoming a mandatory subject in numerous educational institutions However, the integration of cultural elements into the English teaching and learning process remains ineffective, particularly in gifted high schools such as Lam Son Gifted High School in Thanh Hoa province Many talented English students still exhibit low motivation and struggle to grasp English-American culture.
As an English teacher at Lam Son Gifted High School, the researcher aims to enhance student motivation in learning English and understanding American culture Recognizing that movies, as products of modern technology, integrate art, language, and culture, she views them as effective tools for cultural education Language and culture are intertwined; thus, learning a foreign language necessitates cultural understanding Among English-speaking nations, American culture is particularly rich, prompting the researcher to introduce it to her 11th-grade gifted students through American films in the classroom Incorporating American movies into lessons is seen as a promising teaching method worth exploring.
Aims of the study
This study aims to explore the effectiveness of incorporating American movies into lessons for 11th-grade gifted English students at Lam Son Gifted High School in Thanh Hoa province, enhancing their understanding of American culture.
Scope of the study
This study explores the effectiveness of American movies as a motivational tool for 11th-grade English gifted students at Lam Son Gifted High School in understanding American culture Due to limitations in word count and time, the research specifically focuses on 40 students from two classes, highlighting the potential of film as an engaging resource for cultural education.
Methodology
This action research study aimed to explore various methods by integrating both quantitative and qualitative approaches It utilized survey questionnaires for students and English teachers, along with classroom observations, to gather comprehensive data.
The thesis is divided into three parts: the introduction, the development, and the conclusion
Part A : Introduction – presents the basic information including rationale, aims, significance, research methods, scope, and the structure of the thesis.
Part B: Development – consists of three chapters.
Chapter 1: Literature Review examines the significance of motivation in second language acquisition, highlighting the impact of cultural factors on language teaching and learning It explores how cultural context influences students' motivation, emphasizing the interconnectedness between teaching culture and learners' engagement in the language learning process.
Chapter 2 of the study outlines the research setting, hypothesis, participants, instruments used, and the procedures for data collection and analysis This chapter also presents detailed survey results along with a critical and comprehensive analysis of the collected data.
Chapter 3 : Findings – shows major findings and discussions and offers recommendations for motivating students to understand American culture through using American movies in English lessons.
Chapter 4 : Implications on using American movies in motivating 11 th
English gifted students at Lam Son gifted high school to understand American culture.
In the conclusion of the study, a summary is provided that highlights the key findings and insights Additionally, this section addresses the limitations encountered during the research and offers recommendations for future investigations to enhance understanding in the field.
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Incorporating culture in an ESL/EFL classroom is essential for several reasons Firstly, culture and language are intrinsically linked, as noted by Politzer (as cited in Brooks, 1968) Understanding cultural context enhances language comprehension and usage, making it crucial for effective communication Additionally, cultural awareness fosters greater student engagement and motivation, as learners connect more deeply with the material Lastly, integrating culture prepares students for real-world interactions, equipping them with the skills necessary to navigate diverse environments.
As language teachers, it is essential to study culture not solely to teach the culture of another country, but to provide context for the language being taught Without integrating cultural instruction, we risk presenting language as mere symbols devoid of meaning, leading students to misinterpret foreign symbols by associating them with American concepts Therefore, understanding the cultural framework is crucial for effective language education.
Brown (1994) highlights the deep connection between language and culture, stating that they are so intricately intertwined that separating them diminishes the meaning of both Therefore, discussions about language and language teaching naturally encompass cultural elements.
American history is marked by waves of immigrants who introduced diverse cultures and traditions to the nation Rather than assimilating, these immigrant populations are contributing to a multicultural society, creating a rich tapestry of distinct regional identities Today, the American mosaic showcases a variety of cultures, each adding its own unique characteristics and flavors to the overall identity of the country.
1.2 The role of culture in foreign language teaching
Language is integral to culture, serving as its foundation and reflecting its values Sociologists argue that without language, culture would not exist, highlighting the interdependence between the two This relationship is particularly significant in language teaching, as recognized within the English teaching community Research, including studies by Hammerly in the 1980s, underscores the connection between language acquisition and understanding the cultural context from which it emerges Ultimately, literature confirms that language and culture are inseparable, emphasizing the necessity for learners to engage with the cultural aspects of the language they study.
Linguists and anthropologists emphasize that language reflects the cultural values of its speakers Mastery of a language requires more than just linguistic competence; learners must also understand culturally appropriate communication methods, such as addressing others, expressing gratitude, and making requests It is crucial for language learners to recognize that behaviors and intonation that are acceptable in their own culture may be interpreted differently in the target language community Successful communication hinges on aligning language use with culturally appropriate behaviors.
Culture is often implicitly taught through the language students learn, making it essential for teachers to highlight cultural features explicitly in their lessons For instance, in Indonesian culture, the appropriate terms of address vary based on factors such as age, gender, and the relationship between the speaker and the listener Understanding these nuances is crucial, as using the correct term fosters effective communication and prevents misunderstandings Without a grasp of the cultural context behind vocabulary, students may struggle to communicate effectively.
Understanding cultural differences is crucial for students learning a foreign language to avoid misunderstandings and awkward situations For instance, in Indonesian culture, standing with arms akimbo can be perceived as impolite and arrogant Mastering body language and gestures is essential for effective communication Byram (1989) emphasizes the importance of 'cultural studies' in foreign language learning, proposing a model that includes language learning, language awareness, cultural experience, and cultural awareness Furthermore, Byram and Morgan (1994) argue that cultural learning should be an integral part of language education, highlighting the interconnectedness of these elements.
Culture is a vital component of foreign language education, significantly contributing to the development of "communicative competence" in students Integrating cultural elements into language lessons is essential, as it enhances learners' ability to acquire and effectively communicate in a foreign language Successful language learning goes beyond mere vocabulary; it involves grasping the deeper meanings and contexts behind the words.
1.3 The role of movies in teaching and learning culture
To effectively teach students about a target culture, especially when they cannot experience it firsthand, incorporating movies from that culture can be a valuable method According to Robert Watson in "Movie and Television in Education," mass media, particularly films and television, play a crucial role in shaping cultural understanding and should be a key consideration for educators.
In his book “Movie in Higher Education and Research,” Groves (1996) emphasizes that movies are a vital component of modern learning tools, serving as a unique form of expression and art rooted in technology He highlights that watching films not only deepens students' understanding of the target culture but also fosters their interest in various related fields Groves references Thorold's (1964) findings, which reveal that exploring cinema can significantly enhance language learning and cultural comprehension, as students engage in discussions about diverse topics such as history, philosophy, linguistics, psychology, sociology, geography, and architecture, all derived from a single film.