PERSPECTIVES ON PERCEPTIONS AND PRACTICE THROUGH LEARNING CULTURES OF ENGLISH-SPEAKING COUNTRIES OF HIGH-QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

Nghe Pham Hai Yen, Pham Thi Thanh Mai, Duong Thi Tuong An, Nguyen Vu Thuong, Huynh Minh Nhut, Thai Cong Dan

Abstract


The overall goal of the project is to understand the awareness or perceptions and practice of students of the High-quality English Studies program, School of Foreign Languages (SFL), Can Tho University (CTU), Vietnam when studying cultures of English-speaking countries (CESCs) to improve intercultural competence. The research on the perspectives or opinions of 200 High-quality English Studies students, 12 of them joining the semi-structured interview, about their awareness and practice through learning CESCs. The analysis would help the researcher understand the difficulties of students when studying cultural modules from English-speaking countries at SFL, CTU. The research results would suggest solutions to overcome the difficulties that students encounter, and at the same time provide factors that contribute to improving the intercultural competence of language students. Also, through the research results, despite many obstacles in the process of absorbing culture from cultural modules, students still retain their interest and love for the course-CESCs. However, it can be seen that the difficulty that many students often encounter is still cultural differences, thereby raising awareness of the need to learn cultures for students. Next is to design teaching materials to become more attractive and attractive, proactively find opportunities to communicate with foreigners.

 

Article visualizations:

Hit counter


Keywords


cultures of English-speaking countries (CESCs), perspectives, perceptions, practice, high-quality English studies program, Can Tho University

Full Text:

PDF

References


Belli, S. A. (2018). A study on ELT students’ cultural awareness and attitudes towards the incorporation of target culture into language instruction. Journal of Language and Linguistic Studies, 14, 102-124.

Byram, M. & Morgan, C. (1994). Teaching-and-learning: Language-and-culture. Clevedon, UK: Multilingual Matters Ltd.

Chamberlin-Quinlisk, C. and Senyshyn, R. M. (2012). Language teaching and Intercultural education: Making critical connections, Intercultural Education, 23(1), pp. 15–23.

Chao, T.-C. (2013). A diary study of university EFL learners' intercultural learning through foreign films, Language, Culture and Curriculum, 26(3), pp. 247–265.

Chen, G. M. and W. J. Starosta. (1996). Intercultural Communication Competence: A Synthesis. Communication Yearbook 19.

Cheng, C. W. (2006). A study of the Teaching of Holiday Culture across Different Grade Levels in English Class in Municipal Elementary Schools in Taipei City. Master thesis, National Taipei University of Education, Taipei, Taiwan.

Cheng, C. M. (2012). The influence of college EFL teachers' understandings of intercultural competence on their self-reported pedagogical practices in Taiwan. English Teaching: Practice and Critique, 11(1), 164-182.

Chinh, N. Q. (2013). Cultural Diversity in English Language Teaching: Learners’ Voices. English Language Teaching, 6(4). https://doi.org/10.5539/elt.v6n4p1

Chlopek, A., J. (1986). The Samuel Gompers Papers. University of Illinois Press.

Chung, J. C., & Chow, S. M. K. (2004). Promoting student learning through a student- centered problem-based learning subject curriculum. Innovations in Education and Teaching International, 41(2), 157-168.

Dan, T. C., Mai, H. N. A., Da, T. C., & Chau, P. T. H. (2018). Some Vietnamese cultural obstacles in speaking English: A Case at Can Tho University,

Vietnam. Learners’ Perceived Skills for Twenty-First Century from the Integration of Design, 113.

Diep, B. T. B. (2019). The Influence of Cultural Factors on Teaching and Learning English – Ha Long University. (n.d.). https://uhl.edu.vn/bai-viet-khoa-hoc-2/anh-huong-cua-yeu-to-van-hoa-den-viec-day-va-hoc-tieng-anh/

Hang, T. T. T. (2022). Improving Intercultural Communication Competence for Students at Hanoi University of Home Affairs During Integration. Scientific Research, 251, 57–62.

Ho, M. C. (1998). Culture studies and motivation in foreign and second language learning in Taiwan. Language, Culture and Curriculum, 11(2), 162-182.

Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237–264.

Ho, S. T. K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from a traditional to an intercultural stance. Electronic journal of foreign language teaching, 6(1), 63-76.

Hoa, N. (2011). Analyzing intercultural communication.VNU Journal of Foreign Studies, 27(2). Retrieved from https://js.vnu.edu.vn/FS/article/view/1466

Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate ‘difference’? International Journal of Intercultural Relations, 27, 445–465.

Lai, C. H. (2006). A Survey of Taoyuan Elementary School English Teachers’ Opinions on Teaching American Culture in the English Class. Master Thesis, National Taipei University of Education, Taipei, Taiwan.

Lázaro Gómez, M. (2017). Bringing the culture of English-speaking countries into the English classroom: a resource bank.

Lin, W. (2004). A Study on Cross-cultural Barriers in Reading of English. Asia EFL Journal, Article 3, Retrieved June 19, 2007.

Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning and Technology, 110(3), 49–64.

Liu, K. L. (2019). Student Perspectives on Language and Culture Teaching in EFL: Implications for Intercultural Approach. Journal of Studies in Education, 9(2), 27.

Lustig, M. W. and J. Koester (2003). Intercultural Competence: Interpersonal Communication Across Cultures, fourth edition. Boston: Allyn and Bacon.

Nguyen, T. L. & Harvey, Sharon & Grant, Lynn (2016). What teachers say about addressing culture in their EFL teaching practices: The Vietnamese context. Intercultural Education. 27. 10.1080/14675986.2016.1144921.

Sung, D., & Chen, P. W. (2009). Incorporating English-language cultures into English learning: Viewpoints from university English faculty in Taiwan. The International Journal of Learning, 16(3), 301-313.

Sung, D. & Chen, Y. P. (2014). Integrating American Culture into English Teaching Investigating the Effect on Taiwanese University Students' Learning Motivation. Journal of Applied English, 7, 97-116.

Stapleton, P. (2000). Culture’s Role in TEFL. An Attitude Survey in Japan. Language, Culture and Curriculum.13(3), 291-305.

Tavares, R., & Cavalcanti, I. (1996). Developing cultural awareness in EFL Classrooms. English Forum, 34(3).

Tsai, Y. (2016). Promoting the cultural dimension in EFL teaching: A turning point for English Education in Taiwan. In Wen-Chuan Lin & Michael Byram (ed.), New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives. Tung Hua Book Co., Ltd.

Wu, C. H. (2015). Exploring practices for teaching intercultural communication: A case study of three teachers at a college in Taiwan. In Michal B. Paradowski (ed.), Productive Foreign Language Skills for an Intercultural World-A Guide (not only) for Teachers. Peter Lang.

Yang. C. C. (2004). Chiayi & Tainan elementary school English teachers’ opinions survey toward culture teaching. Unpublished master’s thesis, Nan-Tai Science University.

Yo, W. J. (2007). Teaching Culture in EFL Classrooms: Taipei City Elementary English Teachers’ View and Practice of Culture. Unpublished master’s thesis, National Taipei University of Education.

Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98.




DOI: http://dx.doi.org/10.46827/ejae.v8i4.5066

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).