MOVING BEYOND LANGUAGE: AWARENESS OF EFL LEARNERS IN TARGET LANGUAGE CULTURE
AbstractWhat students in EFL classes think and feel about the target language culture has always been in a great domain for all teachers and other stakeholders. It is always a great concern, whether or not learners accept and absorb the target language. They may find it useless or unnecessary, even though the course books or classroom activities exposed them to it. This study reports on the measures on the perceptions of Turkish EFL Learners toward the target language culture. It examines the meaning of culture; whether it is important to have knowledge and information on the target language culture; and the advantages and drawbacks of learning the target language culture to make the questions in the minds clear. The study involved 20 EFL learners at a university in Turkey. It used in-depth interviews with the participants, and attempted to identify the learner’s perceptions concerning the target culture. The research results show that the participants’ perceptions on the target culture vary greatly.
Abdollahi-Guilani, M., Yasin, M.S.M., Hua, T.K. & Aghaei, K. (2012). Culture-integrated teaching for the enhancement of EFL learner tolerance. Asian Social Science, 8(6), 115-120.
Byram, M. & Risager, K. (1999). Language teachers, politics and cultures. Clevedon, UK: Multilingual matters.
Chastain, K. (1971). The development of modern-language skills: theory to practice (Vol. 14). Philadelphia: Center for Curriculum Development.
Crystal, D. (2013). The language revolution. UK: John Wiley & Sons.
Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second-language learning. Massachusetts: Newbury House Publishers
Genc, B. & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1), 73-84.
Mekheimer, M.A. (2011). Impact of the target culture on foreign language learning: A case study. Cross-cultural Communication, 7(1), 43-52.
Pan, L. (2011). English language ideologies in the Chinese foreign language education policies: a world-system perspective. Language Policy, 10(3), 245-263.
Pulverness, A. & Tomlinson, B. (2003). Materials for cultural awareness. In B. Tomlinson (Ed.), Developing materials for language teaching, (pp.426-438). London: Bloomsbury Academic.
Sharma, R.D. & Jyoti, J. (2009). Job satisfaction of university teachers: An empirical study. Journal of Services Research, 9(2), 51-80.
Sysoyev, P.V. & Donelson, L.R. (2002). Teaching cultural identity through modern language: Discourse as a marker of an individual’s cultural identity. Journal of Eurasian Research, 2(4). Retrieved from http://elibrary.ru/item.asp?id=13443750.
Yang, S. & Chen, J. (2014). Fostering foreign language learning through technology enhanced intercultural projects. Language Learning and Technology, 18(1), 57-75.
Zaid, M. (2011). Caught between Scylla and Charybdis: Teaching English in a plethora of dialects and cultures. Paper scheduled for presentation at Rhizomes VI (11-12 February 2011), the University of Queensland, Brisbane, Australia.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
email@example.com, www.iseic.cz, ojs.journals.cz