Rationale
There have been many similar characteristics in concept between "Culture" and "Language" that make the learners difficultly identify On par with "Culture",
"Language" develops to support the development of culture "Culture" and
Language and culture are intrinsically linked, making it essential to learn a language alongside its cultural context Understanding the culture of a target language enhances communicative competence and provides learners with significant advantages Effective communication requires not only linguistic proficiency but also cultural awareness Modern foreign language teaching (FLT) and second language teaching (SLT) materials emphasize this vital relationship, suggesting that mastering the four skills—speaking, listening, reading, and writing—alone may not suffice for grasping the deeper meanings within a language As Brembeck (1977) aptly noted, knowing a language without its cultural nuances can lead to misunderstandings and miscommunication.
Understanding the role of culture is crucial in language teaching and learning, as both learners and teachers recognize its importance in mastering a new language This realization motivates my research titled "A Study on Socio-Cultural Constraints in English Learning at High Schools, Dong Hoi City." I aim for this study to provide valuable pedagogical insights that enhance English language learning.
Aims and Objectives
This study aims to identify the key factors influencing socio-cultural and educational backgrounds in English language learning, while also proposing potential solutions based on the findings.
This study aims to identify the socio-cultural constraints affecting English learning in high schools in Dong Hoi city, while also exploring potential solutions to address these challenges.
The purpose of foreign language teaching in Vietnam is to immerse students in the diverse cultural landscape of English-speaking countries In the 21st century, the integration of language and culture plays a crucial role in English teaching and learning, significantly impacting students' understanding and engagement This study emphasizes the importance of culture in English education, highlighting how it shapes the perceptions of both teachers and learners regarding its role in the language acquisition process Understanding this relationship is essential for enhancing the effectiveness of English language instruction in Vietnam.
Research Questions
For the reasons mentioned above, this paper tried to investigate questions as follows:
1 What are the socio-cultural factors that affect the students' English language learning?
2 How are these factors influence the English learning process of students at Dong Hoi high schools?
3 What are the benefits and challenges of applying Cultural factors in speaking lessons?
Scope of the study
Teachers and students at a high school in Vietnam encounter significant challenges when communicating with individuals from diverse cultural backgrounds For learners, cultural differences often hinder effective communication, while teachers struggle with misunderstandings that can distort the intended message in educational materials This study aims to highlight both the benefits and challenges of incorporating cultural factors into speaking lessons.
The research targeted students at Phan Dinh Phung, Dao Duy Tu, and Dong Hoi high schools in Dong Hoi, Quang Binh It aimed to explore how these students can identify cultural features within their English textbooks through various units.
This study explores the significance of culture in the teaching and learning of the English language, highlighting its vital role in today's global landscape By examining the interplay between cultural context and language acquisition, the research underscores the importance of English as a key communication tool in our interconnected world.
Significance of this research
This research aims to assist English language teachers and students by providing insights into enhancing English skills through a socio-cultural lens It will also enable learners to recognize their role in the process of English language acquisition.
Structure of the thesis
This part presents the introduction of study, which includes the rationale, aim, and objectives, research questions, significance as well as the structure of the thesis
Chapter Two: Literature Review and Theoretical Background
This chapter is devoted to the review of the previous related studies and then shows the theoretical background of the study
The research methods, data collection, data analysis and research procedures of the study are described in this chapter
Chapter Four: Finding and Discussion
This chapter presents the study's findings, highlighting the perspectives of both students and teachers regarding the impact of socio-cultural constraints on learning the English language, particularly in speaking proficiency.
Chapter Five: Conclusion and Implication
This chapter gives a summary of the major findings, suggests some implications and also suggestions for a further research.
Introduction
Culture, in its broadest ethnographic definition, encompasses the intricate entirety of human experience, including knowledge, beliefs, art, morals, laws, customs, and various skills and behaviors developed by individuals within a society.
In 1974, a comprehensive definition of culture was established, emphasizing the integrated patterns of human behavior, including thoughts, communication, languages, beliefs, and customs within a specific group In the context of English language teaching, this process is a collaborative effort between teachers and students, primarily facilitated through English textbooks Effective teaching not only enhances language acquisition but also develops students' character and fosters a positive attitude towards learning However, achieving optimal learning outcomes requires more than just textbooks; teaching methods must align with students' cultural backgrounds, psychological traits, and cognitive styles The key challenge lies in helping students acquire the necessary English skills and knowledge while navigating their adaptation to the university learning environment.
At Phan Dinh Phung High School and two other high schools in Dong Hoi City, various socio-cultural obstacles hinder English language learning These challenges include social needs, family influences, inadequate understanding of English language structure, a lack of interest in English classes, the use of Vietnamese as the primary language of instruction, and the impact of learners' native language.
This paper also discusses ‘Language Contact situation' as one of the main issues of Vietnam culture, which could be an obstacle for learning the English language
This study examines the impact of Vietnamese culture on learning English as a second language, particularly at high schools in Dong Hoi City It identifies both positive and negative cultural factors—such as language, habits, and communication styles—that hinder students' English learning The research underscores the importance of the home environment and parental expectations in shaping students' educational experiences Additionally, it explores effective communication strategies and suggests methods to enhance English learning, including watching English films and reading various English texts Ultimately, the study sheds light on the socio-cultural barriers that affect English language acquisition among high school students in Dong Hoi City.
This section provides a systematic review of the literature addressing socio-cultural constraints on English learning in high schools, focusing on the critical roles of grammar and vocabulary in language proficiency We will analyze research findings that highlight the correlation between socio-cultural factors and success in English learning, while also considering opposing viewpoints on this relationship.
Emmitt and Pollock (1990) describe language as a complex phenomenon recognized through verbal codes rather than mere words Bell (1981) emphasizes that language encompasses both linguistic and social knowledge, essential for effective communication that goes beyond grammar to align with social contexts Halliday (1995) further categorizes language into three primary functions.
-Functions of thought (ideational function) related to the speaker's experience or who write about the real world;
- Related functions (interpersonal function) to establish social relationships between people with each other;
- Language function a (textual function) relating to programming a said or written to fit a specific situation
So, whether the concept of the language is given different but clearly, the language used to communicate, convey meaning to the listener, to establish and maintain relationships with people
The term "culture" originates from the Latin word "cults," which means "cultivation" and relates to agricultural practices in ancient Rome Over time, it has evolved to encompass the metaphorical concept of "spiritual cultivation," reflecting the development of human perfection According to C.D.F Bate (1990), culture is a complex system of beliefs, values, customs, behaviors, and artifacts that are passed down through generations via learning Essentially, culture represents the knowledge we acquire from others, either through direct instruction or by observing their actions.
According to Emmitt and Pollock (1997), language emerges from culture, which is transmitted through language across generations Allwright and Bailey (1991) emphasize that learning a new language involves acquiring a new culture, leading Byram (1989) to assert that foreign language teachers also serve as cultural educators This highlights the interactive relationship between language and culture, where each influences and supports the development of the other Essentially, language acts as a medium for transferring knowledge, deeply intertwined with cultural identity and thought processes.
From the standpoint of Wenying, J (1989), language and culture is conveyed through the following metaphor
Language and culture make a living organism; language is flesh, and culture is blood Without culture, the language would be dead; without language, culture would have no shape
Communication is akin to swimming, where language represents the essential skills needed to navigate effectively, while culture serves as the water that surrounds us Without language, our ability to communicate is severely restricted, akin to being in shallow water; without culture, communication becomes impossible altogether.
Communication resembles transportation, where language serves as the vehicle and culture acts as the traffic light Language facilitates quicker and more efficient communication, while culture influences this process by regulating, promoting, or sometimes obstructing the exchange of ideas.
In a word, language and culture, as different as they are, form a whole
Effective communication in a foreign language requires an understanding of cultural nuances, as participants may struggle to appropriately apply idiomatic expressions without this knowledge For example, the Vietnamese idiom "heavy rain" translates to "It rains cats and dogs" in English, illustrating the cultural imagery behind the phrase Similarly, "Silent as sheets" in Vietnamese corresponds to "As quiet as a mouse" in English, while "like a fish in water" translates to "like a duck to water." Additionally, the phrase "drinking like a sink" in English relates to the Vietnamese expression "Drink like a fish," highlighting the cultural context behind these idioms.
In the process of learning English, Vietnamese students often translate their thoughts directly from their native language, overlooking cultural differences This approach can lead to misunderstandings, as demonstrated in certain conversations that do not align with English cultural norms.
Yen: Hello, my name is Yen
Yen: I really like your branded bag How much does it cost?
Joan: Well, uh I do not remember for sure
Yen: Your trousers are nice, too How much were they? Did you get them on sale?
Joan: I have to be going now See you later
English man: Your communication is so good!
Vietnamese girl: Oh, no, I don’t think so It is very bad
Effective communication transcends cultural and linguistic barriers, facilitating cooperation and understanding among diverse groups (Thomas, R.M., 2003) It involves the ability to foster relationships that align with the target culture, ensuring that interactions are meaningful and constructive (Schõnhuth, M., 2005) Furthermore, communication is an evolving process that encompasses various cultural perspectives, highlighting the importance of intercultural communicative competence, which is shaped by individuals' perceptions, attitudes, and behaviors (Byram, M & Grundy, P., 2003; Schulz, R.A., 2007).
Research indicates a strong connection between language and culture, with scholars like Brown (2007) emphasizing that separating the two diminishes their significance The acquisition of a second language inherently involves learning a second culture (Brown, 2007) Despite initial findings by Strasheim (1981) showing that teachers devoted only about 10% of their time to cultural instruction, a more recent study by Moore (2006) revealed that over 80% of teachers now spend more than half of their instructional time on culture However, the ongoing challenge remains: effectively integrating culture and language to equip learners for successful communication and collaboration in the 21st century.
Kramsch (1991) asserts that culture and language are inseparable, forming a unified domain of experience Byram and Morgan (1994) emphasize that culture learning is essential to language learning, particularly in the context of English, which has become a global lingua franca This shift has led to a blurred understanding of target culture, as English usage is no longer tied exclusively to the cultures of inner circle countries like Britain and America Current trends in English Language Teaching (ELT) reflect this evolution, with Risager (1998) noting a transition from a foreign language approach, which associates a single culture with a specific language and territory, to an intercultural approach that acknowledges the diversity of cultures.
Previous studies related to the research
The discussion of culture and socio-cultural issues has gained significant attention in the context of globalization and internationalization, which are occurring at an unprecedented pace This cultural evolution, whether viewed positively or negatively, has made the preservation of cultural identity increasingly critical in the face of threats such as "cultural imperialism." A society's culture encompasses the knowledge and beliefs necessary for its members to engage in acceptable behavior.
Research on socio-cultural factors in foreign language education is diverse, with notable studies such as Han and Hui's (2010) investigation into teachers' perceptions of culture teaching in secondary schools in Xinjiang, China, and Sabina S.'s (2015) exploration of sociocultural issues faced by women learning English in Northwest Pakistan These studies highlight the significance of cultural context in language acquisition and the unique challenges encountered by learners in different regions.
Culture is often likened to an iceberg, with much of its influence on individuals hidden beneath the surface The relationship between language and culture is intricately connected, making it essential to understand one in order to appreciate the other As noted by Brown, S.R (1996), language is an integral component of culture, and vice versa; they are so intertwined that separating them would lead to a loss of meaning in both realms.
In Vietnam, various research studies have been conducted on cross-cultural issues, notably by Pham Thi Huyen Trang (2014) at Hanoi University, who specifically examined the teaching of cross-cultural elements in English speaking classes Additionally, the National University has explored socio-cultural topics through the work of researchers like Nguyen Quang (2008).
Despite numerous studies on socio-cultural factors in English education, many researchers have overlooked the specific challenges these factors pose in speaking and writing This gap highlights the need for an investigation into teachers' instructional strategies for teaching English, which could enhance communication skills with foreigners The researcher, while based at Phan Dinh Phung High School, plans to conduct a survey across three prominent high schools in Dong Hoi City to identify specific difficulties faced by students at Phan Dinh Phung High School This approach represents a novel aspect of the research that the author aims to explore.
Effective communication with foreigners requires not only language proficiency but also an understanding of cultural nuances to avoid misunderstandings Language serves as a tool to express cultural content, highlighting the crucial role of cultural knowledge in successful interactions Therefore, language educators should incorporate cultural elements into their teaching methods, ensuring that students gain insights into the social context of the language they are learning.
Theoretical Background
Kramsch, C (1991) holds that culture and language are ‘inseparable and constitute a single universe or domain of experience’ Regarding language teaching,
Byram and Morgan (1994) emphasize that culture learning is essential to language acquisition, particularly in the context of English, the global lingua franca As English evolves, its cultural associations become less clear, moving beyond the confines of inner circle countries like Britain and America This shift is evident in current trends in English Language Teaching (ELT), where the traditional foreign language approach, which linked a single culture to a specific language and territory, is giving way to an intercultural approach that recognizes the diverse and interconnected nature of cultures.
Teachers and students are encouraged to connect foreign cultures with their own and potentially with other cultures, highlighting a shift from focusing solely on Anglo-American cultures in English teaching This trend signifies a move towards more complex and diverse target cultures in language education, reflecting the growing recognition of the target language as a lingua franca in global communication.
Grammar plays a crucial role in language education, with varying perspectives among linguists regarding its importance in language acquisition The National Capital Language Resource Centre (NCLRC) notes that many individuals, including language educators, often equate "grammar" with a rigid set of rules and word forms They tend to associate "good" grammar with the prestigious forms of language, typically found in written texts and formal speeches, while considering "bad" grammar as that used in casual conversation or by speakers of non-prestigious dialects.
Language teachers who adhere to this definition view grammar as a collection of forms and rules, primarily instructing students through explanations and drills While this method often leads to students mastering correct forms in exercises and tests, it frequently results in their inability to apply the language accurately in real-world contexts.
Some language teachers, influenced by the theory of universal grammar, often avoid teaching grammar, assuming that students will naturally acquire it through exposure, similar to their first language acquisition (Byrd, P 1994) However, this method neglects the learners' ability to actively understand grammar, which is crucial for effective communication A balanced approach is essential, as grammar plays a vital role in clarity and comprehension, particularly in writing Poor grammar can hinder understanding and frustrate both discussants and examiners when students struggle to express their thoughts clearly.
In the realm of language teaching, concerns have been raised about the potential exclusion of grammar from the curriculum due to the adoption of notional syllabuses and communicative approaches, as noted by Close (1981) While some educators may prioritize communication over strict adherence to grammatical rules, Close argues for the importance of mastering foundational grammar This study aims to explore teachers' perspectives on the significance of grammar, questioning whether effective communication can suffice without high grammatical competence For example, a speaker might say, "If I go I would buy you a gift," and still be understood, highlighting the debate over the necessity of grammatical precision in everyday communication.
Grammar is essential for maintaining organization in language, as highlighted by Batstone (1994), who states that without grammar, communication would be severely impaired Cook (1996) emphasizes that grammar is indispensable, asserting that all other components of language are interconnected through it Thus, a solid understanding of grammar is crucial for effective language use.
Kianiparsa and Vali (2010) assert that linguistic knowledge in English encompasses the ability to analyze and recognize the language's structural features, including phonological, morphological, syntactic, and semantic aspects They emphasize that grammatical points serve as the foundational elements of communication Effective communication requires a mental formation of various factors, where sounds combine to create words, which are then organized into phrases, clauses, and sentences to convey meaning Consequently, they conclude that understanding the grammatical rules and structures of a foreign language is essential for successful communication.
According to Zhongguo & Song-Min-yan (2007), language competence encompasses a strong grasp of grammar and vocabulary, enabling effective speaking, reading, and writing in a foreign or second language To prevent miscommunication and misunderstandings stemming from grammatical errors, it is essential to enhance students' ability to use language accurately in communication.
Grammar plays a vital role in language, especially within the ethnography of communication, where understanding cultural grammar and context is essential According to Lyons (1977), communication competence involves not only knowledge of linguistic forms but also their appropriate application The pragmatic use of language requires selecting the right vocabulary and expressions for effective communication, a notion further supported by Gumperz.
In 1972, Gumperz, as referenced by Agyekum (2010), distinguished between linguistic competence and communicative competence He defined linguistic competence as the ability to generate grammatically correct sentences, while communicative competence encompasses the skill to choose appropriate expressions that align with social norms in specific interactions.
Communicative competence thus goes beyond grammatical competence The context within which communication is carried out matters a lot
Learners often face challenges with prepositions, as noted by Boadi et al (1968), who argue that all prepositional uses can be considered "idiomatic." Each idiom functions as a lexical item rather than a structural issue, emphasizing the importance of learning idioms in context For instance, while the phrase "on the table" is easily understood if a student knows the meaning of "on," the meaning of "on duty" is less obvious Additionally, expressions like "it is on fire" differ significantly from "on the fire," highlighting the complexity of idiomatic language.
Some writers argue that vocabulary is essential for effective communication, sometimes even more so than grammar Learning a language involves mastering various elements, including pronunciation, writing systems, structure, pragmatics, rhetorical modes for reading and composition, culture, and spelling Folse, K emphasizes the importance of these components in language acquisition.
In 2004, Folse emphasized that vocabulary is crucial for language comprehension, stating that comprehensible input allows learners to understand how a language functions If learners encounter language filled with unfamiliar words, it becomes incomprehensible and ineffective as input Thus, without a solid vocabulary foundation, comprehensible input loses its value Folse also noted that adult ESL learners are particularly conscious of their challenges with vocabulary acquisition.
Arguments supporting vocabulary acquisition face their own set of challenges, similar to those for grammar As Lado (1957) points out, it is a misconception to believe that meanings are identical across all languages; rather, languages vary significantly in their expressions of those meanings.
Research design
This study utilized a qualitative research method, focusing on exploratory research to uncover the underlying reasons, opinions, and motivations related to the topic By gaining these insights, the research aimed to inform and develop ideas for potential quantitative studies.
The research explored trends in thoughts and opinions while delving into a specific problem through various methods such as focus groups, individual interviews, and participation The primary data-gathering tool utilized was a questionnaire comprising 20 questions, which was distributed among 95 students from four different classes at Phan Dinh Phung, Dao Duy Tu, and Dong Hoi high schools The questionnaire was available in both English and Vietnamese to accommodate the diverse student population.
Data Collection
The researcher selected two distinct schools in Dong Hoi for data collection and obtained permission from both the principals and class teachers of the participating students Each class was allotted 20 minutes to complete the survey, during which the researcher distributed the survey papers and monitored the students as they filled them out.
This research aims to assist English language teachers and students by offering insights into enhancing teaching skills based on students' educational and cultural backgrounds Additionally, it will guide parents in understanding their role in supporting their children's English language learning.
The following questionnaires were used as instruments (see Appendix 1, 2 & Appendix 3, 5), for the purpose of the study
The student questionnaire comprised 20 questions from university entrance tests conducted between 2000 and 2017, organized into pre-test and post-test formats (see Appendices 1 and 2) Respondents were required to select multiple-choice options and provide specific answers based on their experiences Additionally, 19 questions focused on students' backgrounds and the challenges they encountered while learning English (refer to Appendices 3 and 5).
+ Questionnaire for teachers: The teachers’ questionnaire consisted of 8 questions about the real activities and the perception of teachers toward the role of culture in English language teaching/ learning
In this study, questionnaires served as the primary research tool, comprising two distinct sets Questionnaire A targeted 27 English teachers, while the second questionnaire was administered to 95 students from three randomly selected classes at Phan Dinh Phung High School, Dong Hoi School, and Dao Duy Tu School.
Prior to collecting the main data, I conducted a pilot study to assess the quality of the questionnaire, gathering feedback from participants who found the content easily understandable Following this, I organized the quantitative data collection into several phases Initially, I sought permission from the head teachers of Phan Dinh Phung High School, Dong Hoi School, and Dao Duy Tu School to select participants Next, I collaborated with the English group and form teachers to compile a list of participants' names I then engaged with the participants to explain the study and provided detailed instructions for completing the questionnaire To ensure that the questionnaires were not overlooked, I personally delivered hard copies to the participants Finally, participants filled in their demographic information and marked their responses, with my presence available to offer instructional support throughout the process.
The participants were 95 students of class 12 out of which 28 were from Phan Dinh Phung High School and 35 students from Dao Duy Tu High Schools and
A survey conducted in Dong Hoi, Quang Binh, involved 32 students and 27 English teachers from local high schools The participants included both male and female individuals, providing a diverse perspective on the educational landscape in the area.
Data Analysis
The research utilized both open-ended and close-ended questions to effectively meet its objectives Participant responses were analyzed and summarized using Microsoft Excel 2007 and Microsoft Word 2010 A mixed-method approach was employed, combining qualitative and quantitative data analysis techniques.
Limitation of the Study
The researcher was limited to surveying only four schools in Dong Hoi city, which restricted the scope of the study Additionally, the inability to meet parents in person hindered the collection of data on their earnings, providing a clearer understanding of their spending on children's education Engaging with parents could have offered valuable insights into their involvement in their children's language learning.
Procedure
The research was conducted in the following steps:
1 Designing questionnaires and discussing questions
2 Piloting the questionnaires and discussing questions
5 Analysing and synthesizing collected data
6 Describing, explaining and interpreting the data
Conclusion
In summary, this research utilized both positivist and interpretive paradigms, employing surveys and semi-structured interviews for data collection, with face-to-face interviews conducted The analysis of the data was carried out through descriptive and interpretative methods The upcoming chapter will present the study's results based on this data analysis.
FINDING AND DISCUSSION
Analysis of students' questionnaire
The study focuses on data gathered from 12th-grade students, both male and female, aged 17 to 18, across three high schools in Dong Hoi city A questionnaire consisting of 10 questions was administered, and the survey results reveal varying response ratios, illustrated through various charts and tables.
To address the first research question, the author gathered 10 questions related to social interaction and communication from recent GCSE examinations This article seeks to explore the influence of cultural awareness on answer selection in English daily communication as it pertains to final examinations.
Test 1 (10 Questions): Exercises on social interaction in the examinations from 2008 to now (Appendix 1)
Figure1: The result of the first test (See Appendix 7)
From the initial survey, authors have planned for the following survey in order to carry out the cultural factors, which affect teaching and learning English language (See Appendix 3A, 3B)
4.1.1 The motivation for learning the English Language of students at Dong Hoi high schools
A survey revealed that 89.2% of participants from Phan Dinh Phung High School, along with 100% from Dong Hoi and Dao Duy Tu High Schools, expressed a strong motivation to learn the English language Many students cited aspirations to study abroad in English-speaking countries, while others recognized English as an essential international language for global communication.
Many individuals are motivated to learn English primarily to access educational opportunities, as most courses are conducted in English Additionally, the desire to enhance business prospects serves as another significant reason for their eagerness to master the language.
Some of the participants said that studying abroad is one of the motivating factors for learning the English Language
A survey revealed that 10.8% of participants believe that students at Phan Dinh Phung High School lack motivation to learn English The primary reason cited for this is the perception of English as a difficult language Many students expressed their inability to communicate effectively in English, leading them to prefer speaking in Vietnamese.
4.1.2 The students' practice English language at your home
A significant majority of students at Phan Dinh Phung School, specifically 89.2%, reported that they do not practice English at home Many expressed a lack of habit in speaking English in their households, with some noting that communicating in Vietnamese is easier for them than using English.
Nearly 10% of students at Phan Dinh Phung School and all students from Dong Hoi and Dao Duy Tu schools reported occasionally using English at home, primarily among those whose parents work in educational institutions Conversely, 10.8% of respondents indicated they do not use English at home.
One significant barrier to learning English is the lack of practice at home, where individuals spend the majority of their time Practicing a second language in a familiar environment is crucial for effective learning The more one engages in practice, the greater the potential for improvement and mastery of the language.
4.1.3 The students' communication in English at shopping malls
A survey revealed that 35.7% of respondents from Phan Dinh Phung, 54.2% from Dao Duy Tu, and 28.1% from Dong Hoi School use English in shopping malls Participants noted that they often communicate in English with foreigners while shopping Additionally, 7.2% of Phan Dinh Phung, 34.2% of Dao Duy Tu, and 56.25% of Dong Hoi students reported using English occasionally in these settings However, 42.9% of Phan Dinh Phung students, along with 15.6% from Dong Hoi and 11.6% from Dao Duy Tu, stated they do not use English at shopping malls, citing difficulties in communication as a primary reason.
4.1.4 The students' comfort while communicating in the English Language
A significant majority of respondents from three schools, 73.6%, reported feeling comfortable communicating in English, attributing their confidence to the presence of foreign teachers who encourage English usage They believe that their university experience has equipped them to express themselves effectively in the language In contrast, 26.4% of respondents expressed discomfort in English communication, citing difficulties in fully articulating their thoughts and a fear of speaking the language.
4.1.5 The necessity of socio-cultural factors in learning English
A significant majority of respondents (73.6%) believe that learning the English language is influenced by socio-cultural factors in schools In interviews, participants emphasized that language is a crucial component of culture, suggesting that to effectively learn a second language, one must engage with its cultural context Understanding a culture necessitates learning its language, as the structure of a language shapes thoughts and behaviors Furthermore, learners are encouraged to watch English movies to enhance their language skills, as this exposure helps them grasp cultural nuances and improve their proficiency.
Figure 2: The necessity of socio-cultural factors in learning English
(See appendix 4/ 4.1.5) 4.1.6 The changes in the behavior and beliefs at School in terms of English language
A survey revealed that 73.6% of respondents from Phan Dinh Phung School and Dao Duy Tu School believe that learning and speaking English influences their behavior and beliefs During interviews, participants expressed that effective communication with people from other nations leads to behavioral changes They noted that interacting in diverse cultural environments significantly contributes to these transformations.
At Phan Dinh Phung School, 24.2% of students felt unable to express their opinions on the matter, while only 2.2% believed that learning the English language does not influence their behavior and beliefs.
A participant highlights that comparing oneself to others can significantly influence an English language learner's behavior and beliefs However, I believe that such transformation is unlikely to occur if the learner maintains pride in their own culture and traditions.
Figure 3: The changes in the behavior and beliefs at School in terms of English language
In Dong Hoi city, Vietnam, learning English in high schools has minimal impact on students' behaviors and beliefs, as they remain deeply rooted in their religious customs and traditions While local learners may not experience significant changes, exposure to Western countries can influence their behavior, as adapting to a new culture often requires adjustments in one’s mindset and actions.
4.1.7 The contribution of visiting native countries to learning the English language
Analysis of teacher's questionnaire
The author conducted a survey involving 27 English teachers from three high schools in Dong Hoi city: 9 teachers from Phan Dinh Phung High School, 10 from Dao Duy Tu High School, and 8 from Dong Hoi School.
Figure 14: The teachers' training time See Appendix 6/4.2.1
The bar chart illustrates the training outcomes for English teachers at Dong Hoi, Dao Duy Tu, and Phan Dinh Phung Schools Notably, 40% of teachers at Dao Duy Tu School received postgraduate training, while 33.34% of teachers from Phan Dinh Phung School achieved the same level of training In contrast, only 12.5% of teachers at Dong Hoi School completed postgraduate training.
English teachers in Dong Hoi city have reached standard proficiency levels, enabling them to access enhanced resources and updated information for improving English teaching and learning.
4.2.2 The frequency of arranging discussions among teachers about English teaching
Figure 15: The frequency of arranging discussions among teachers about English teaching See Appendix 6/4.2.2
Over 80% of teachers from three schools in Dong Hoi actively engage in discussions regarding English teaching methods and strategies to motivate students They acknowledge existing challenges related to students' use of their second language (L2).
4.2.3 The problems in students' L2 use
This article highlights the varying observations of teachers regarding students' use of the English language Over 80% of teachers from Dao Duy Tu and Phan Dinh Phung reported that their students frequently encounter challenges in daily English conversation In contrast, only 25% of teachers at Dong Hoi noted that their students occasionally or never face issues when learning English.
From this question, the author gives out the next survey about the perception of teacher and student about the importance of culture in learning and teaching English as follow:
Figure 16: The problems in students' L2 use See Appendix 6/4.2.3
4.2.4 Teachers’ opinion on the importance of culture teaching
The survey results indicate a strong consensus among teachers regarding the importance of the cultural dimension in language teaching Specifically, over 62.5% of teachers at Dong Hoi, 78.67% at Phan Dinh Phung, and 70% at Dao Duy Tu recognize the significance of teaching culture, with fewer than 10% expressing that it is not important.
Teachers generally demonstrate a strong interest in incorporating culture into language education and recognize the importance of cultural elements in language instruction The introduction of 'cultural awareness' in the curriculum has likely influenced teachers' perspectives on this aspect of teaching.
In question 5, teachers were surveyed on the necessity of including a cultural appendix in the English curriculum, using a five-point scale ranging from 'Very necessary' to 'Not necessary.' Responses were categorized by combining 'Very necessary' and 'Necessary' to reflect positive attitudes towards cultural teaching, while 'Less necessary' and 'Not necessary' indicated negative attitudes The results reveal the overall sentiment among educators regarding the integration of cultural elements in English education.
4.2.5 The necessity of having a cultural item in the curriculum
Q5 Đồng Hới Đào Duy Từ Phan Đình Phùng
Note: 1=Very necessary, 2=Necessary, 3=undecided, 4=less necessary, 5=not necessary F=frequency, P=percent
A significant majority of teachers, including 62.5% at Dong Hoi School, 55.56% at Phan Dinh Phung School, and 60% at Dao Duy Tu School, believe that incorporating a cultural appendix into the curriculum is essential for effective teaching The new curriculum introduced in 2001 includes five appendices—phonetic list, vocabulary items, functional topics, grammar items, and teachers' classroom language—which serve as comprehensive guidelines for educators These appendices clarify teaching content, such as specifying the vocabulary acquisition required at junior and senior levels Given that cultural awareness is a key objective in language education, teachers advocate for a structured cultural guidance to enhance their instructional practices.
4.2.6 Categorization of teachers’ definitions of ‘culture’
The study gathered a total of 27 definitions from teachers and 95 from students, categorized into six distinct groups The percentage figures represent the total responses across all categories, as detailed in Appendix 6/4.2.6 The analysis presents the data statistically while incorporating direct quotes from respondents to maintain their original meanings Notably, both schoolteachers and students predominantly perceive culture as traditions and customs, accounting for 29.1% and 22.4% of their responses, respectively.
Traditions and customs, as reflected in written texts, encompass various elements such as social customs and habits, local conditions, table manners, communicative rites, social protocols, conventions, popular practices, and cultural customs Notably, many Chinese expressions consist of four characters and are frequently used when discussing the concept of culture These expressions represent the social and cultural outcomes that have evolved throughout a nation's development, embodying the classics and essence of its historical journey.
In the study, history and geography accounted for 22% and 25% respectively in category (3), indicating a significant association with cultural understanding, alongside traditions and customs in category 2 This suggests that teachers often link 'culture' with historical, geographical, and political contexts, as one educator noted.
The understanding of culture as a reflection of daily life and living habits is evident in the perspectives of two groups, with 15.2% and 9.9% respectively Teachers frequently utilize specific phrases that highlight this connection, such as a four-word idiomatic expression that emphasizes the integration of culture into everyday routines, habits, and customs This illustrates how cultural perceptions are intertwined with the trivial aspects of daily existence.
A surprising 2.2% of students and only 2.1% of teachers recognize culture as comprising values, beliefs, and behaviors, raising questions about their understanding of these concepts This disconnect may stem from a lack of belief systems outside the Communist Party or diminishing trust in it due to issues like corruption Many believe that cultural knowledge should focus on history, geography, traditions, and customs, suggesting that social norms and values may be perceived as too abstract without proper training Additionally, there seems to be confusion regarding the purpose of learning a foreign language, whether for exams or communication, leading to a lack of understanding about the role of values and norms in effective communication To explore these issues further, in-depth interviews would be necessary, although this was not feasible in the current research, indicating a gap for future studies.
The findings are surprising, as the knowledge in question is part of the 'Introduction to Britain and America' course for pre-service and in-service student teachers However, it appears that teachers do not consider this knowledge as part of the culture, possibly viewing culture as more tied to traditional practices and historical narratives, while perceiving politics and economics as contemporary issues This disconnect leaves students uncertain about teachers' needs, as English-speaking country materials are included in textbooks that must be completed during lectures, highlighting a gap in the alignment of teacher education programs.
The last category 6 is grouped as ‘others’ referring irrelevant and uncertain answers which I will discuss later
Implication
In this chapter, the researcher will discuss the findings in the light of various theories
The author explores the challenges faced by language learners, particularly from the 1st to the 10th response, highlighting the importance of exposure to the target language Cultural factors significantly impact communication, as many students report that these differences hinder their ability to acquire a new language This is especially evident in interactions with foreigners, where learners often struggle to communicate effectively.
The 11th response highlighted various educational backgrounds of parents, noting that Dao Duy Tu's parents were the only ones with both post-secondary and graduate degrees This disparity in educational status significantly impacts children's academic engagement According to De Broucker and Underwood (1998), parents with higher education levels create the most supportive environments for their children, fostering motivation and encouraging them to pursue higher education.
Children in smaller families often receive more individualized attention, which significantly impacts their home literacy practices This focused support is a crucial factor influencing their early academic success or challenges, highlighting the contrasting experiences of children in larger families.
The occupation of parents significantly impacts students' education, particularly concerning income sources and fluency Research by Rothman (2003) indicates that children from low socioeconomic backgrounds often lack a conducive study environment at home, adversely affecting their academic performance Furthermore, Croll (2004) highlights that students with greater opportunities tend to achieve superior results in exams, pursue longer educational paths, and have improved prospects for higher education (as cited in Ekber & Polat, 2013, p 451).
According to Trice (2004), gaining social capital during youth is crucial for academic success, as children learn to navigate the dominant culture that controls institutional resources and opportunities Unfortunately, members of minority groups often lack the necessary social assets and influence to thrive in educational settings Their differing linguistic and cultural competencies hinder their ability to build effective social networks within the dominant culture.
Parents of Dao Duy Tu and Dong Hoi schools are more actively involved in guiding their children compared to those at Phan Dinh Phung school, although the latter also maintains a respectable level of parental guidance This parental involvement significantly impacts students' learning outcomes.
In their 1994 study, Keith and Lichtman developed a "structural questions model" that accounts for various factors such as family background diversity, values, and students' prior achievements Their research revealed that parental involvement plays a significant role in enhancing children's academic success.
Increased parental involvement significantly enhances children's language fluency, with a notable reliance on this engagement rather than solely on home tutoring At Dao Duy Tu, parents play a crucial role in supporting their children's learning As highlighted by Chavkin, Gonzalez, and Rader (2000), the collaboration between schools and families is essential to address the complex challenges children face today The School Community Journal emphasizes that schools should transform into family-centered environments where parents actively participate in various aspects of school life.
The analysis reveals a significant disparity in English language activities between students at Phan Dinh Phung School and those at Dong Hoi School Unlike the parents of Dao Duy Tu School students, the parents of both Phan Dinh Phung and Dong Hoi students typically do not prioritize English practice at home However, the higher frequency of English usage in activities at Phan Dinh Phung School serves as a powerful motivator, enabling its students to learn English more rapidly.
Students should focus on effective communication in English rather than merely mastering its structure Despite the shift to a communicative teaching method in 2010, English classrooms still often reflect traditional teaching styles Teachers continue to emphasize the importance of developing reading and speaking skills primarily to achieve high exam scores.
The percentage of students getting help from teachers from both Dao Duy
Tu, Dong Hoi, and Phan Dinh Phung are integral to L2 learning, with a significant emphasis on Dao Duy Tu Here, the curriculum is delivered by teachers from the English Department of universities, ensuring that educational development is strategically planned to enhance language proficiency.
According to Rahman (1999), notebooks and guidebooks play a crucial role for learners, while the detrimental backwash effect of examinations on teaching and learning strategies perpetuates a rigid cycle in knowledge and education (p.109).
The 19 th answer shows that a massive number of 100% of the teachers correct all sorts of mistakes The condition goes quite the other way round in the Dong Hoi as the teacher are not quite capable of handling the maximum utilization of the students' L2 learning
The 2 nd and 16 th answer shows a clear change of scale in the percentage of activities done in classes in English for students The parents of Phan Dinh Phung schools’ students do not usually encourage their children to practice English so much as the Dong Hoi and Dao Duy Tu schools’ students These strong usages of English in activities of Dong Hoi and Dao Duy Tu schools definitely act as a greater propelling force, which helps them to learn English at a much faster rate
The 17 th answer shows how the Dao Duy Tu and Dong Hoi students cope with the assignments that are presented before them which are highly communicative and active Whereas, the students of Phan Dinh Phung depend mostly on traditional learning methods
Conclusion
Vietnam's education system is divided into three main levels: Primary, Secondary, and High School In urban areas, particularly in modern cities, students are increasingly exposed to global perspectives, expanding their knowledge beyond traditional textbooks Conversely, students in Dong Hoi and Phan Dinh Phung tend to adhere closely to their curriculum, showing less engagement with the outside world.
Staying within their comfort zone often leads individuals to fall behind in the long run While there may be debates about which approach is superior, it is clear that explorers who venture beyond their boundaries are more likely to discover innovative solutions than those who remain sheltered in their familiar surroundings This distinction highlights the importance of stepping outside one's inner shell to achieve growth and success.
In recent years, the landscape of education has shifted significantly, allowing middle-class families to access quality schooling as competition has driven down fees This change highlights the crucial role of family in a child's education, as it is within the family environment that children first learn essential morals and behaviors Additionally, consistent practice of English both in school and at home provides students with valuable opportunities to enhance their language skills.
The researcher emphasizes the equal importance of parental and teacher involvement in enhancing students' English speaking skills Parents are encouraged to engage with their children to motivate and support their academic progress Additionally, it is crucial to modernize teaching methods to make lessons more engaging By integrating innovative technology in schools and effectively demonstrating its use, educators can significantly improve students' learning capabilities and foster their advancement.
The involvement of both teachers and students at Phan Dinh Phung, Dao Duy Tu, and Dong Hoi schools highlights the importance of integrating cultural factors into the educational environment This approach is essential for enhancing students' understanding and communication skills, ultimately helping to prevent misunderstandings.
For example A: Do you like reading books?
B:That's my cup of tea
If the listener does not understand the meaning of the answer they may misunderstand that the cup of tea is mine
When tea became a popular beverage in England, it inspired a variety of idioms such as "Not for all the tea in China," "I could murder a cup of tea," "More tea, vicar?" "Tea and sympathy," and "Storm in a teacup." One notable expression that emerged from this cultural shift is "my cup of tea."
In the early 20th century, the phrase 'cup of tea' emerged as a way to express love and appreciation for individuals who stand out or naturally attract attention Over time, the slang expression 'my cup of tea' evolved to describe personal favorites, highlighting the things or people that resonate most with an individual.
The idiom "my cup of tea" signifies positive preferences and enjoyable experiences, while the slang phrase "not my cup of tea" is used to express dislike or disinterest in a negative trend.
Cultural factors significantly impact English communication skills The daily environment, shaped by interactions with teachers, friends, and family, along with the cultural elements of an individual's ethnicity, plays a crucial role in the challenges students face while learning English.