cultural barriersof language teaching
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Cultural Barriers of Language Teaching : A Case Study of Classroom Cultural Obstacle
Student: Riona Number: 9622614
Instructor: Dr. Chin-Lin Lee Date: 12/11/07
Content
IntroductionReview of Literature
MethodologyResults and Discussion
Conclusion
Introduction
Background of the Study
Statement of the Problems
Significance of the Study
Background of the Study
The study investigated the linguistic aspects that could be affected by
certain cultural dimensions (e.g., taboo words, religion, social factors, etc.)
Background of the Study
In EFL learning situation like that of JUST (Jordanian university of Science
and Technology), where Arabic is the first language, it is necessary to
consider the cultural element in English language teaching.
Background of the Study
Group work teaching is used widely in our department, which is in line with what
ELT/EFL thinkers and practitioners recommend and favor.
Statement of the problems
The study shows how certain classroom cultural activities can
negatively affect the learning process of English.
Significance of the Study
The significance of this study results from the fact that English has become
an international language and is spoken and taught worldwide as a
foreign or second language.
Significance of the Study
He findings of this study showed that English language teaching can be
hindered in the classroom by certain activities or variables.
Significance of the Study
This implies that imported EFL theories written for a certain culture may not be
workable in another culture, as the separation of culture from language will certainly lead to
learning failure.
Review of Literature
•1.1 In general, the failure to meet this consideration may result in le
arning difficulties, probably lost teaching objectives and, consequentl
y, useless curricula.(Byram, 1989;Byram&Esarte-Sarries, 1991; H
olliday, 1984.)
Review of Literature
•1.2 Cultural awareness develops out of and parallel with awareness of the sociolinguistic dimension of language study… The relationship between language learning and cult
ural experience is mutually supportive.(Byram and Esarte-Sarries 1991, p.14)
Review of Literature
•1.3 Adult foreign language education needs even more expertise in and conce
rn for cultural awareness(Kniffka)
Review of Literature
•1.4 New technologies are beginning to show effects on our use of language,
and may be expected to produce fundamental changes…The increasing speed in interaction at a distance alone
is a factor (e.g., fax, e-mail)(Kress 1993, p.2)
Methodology
ParticipantsInstruments
Procedures of the study
Participants
10 university professors who had specialized in linguistics and had graduated from the USA or UK.40 adult learners (males and females) learning English and specialized in different displines.
Instruments
Interview the professorsInterview the students
Classroom observation
Procedures of the study40Arab students (Male
&Female studying in JUST
20Females 20males
Conducting the term paper writing on the topic of scientific subject
(included sexually sensitive topic)
Group work teaching
Interview
Analyze the results
10JUST professorsSpecialize in Linguistics or
literature
Interview
Results and Discussion
The problems are linked with social and religious attitudes.
Co-education is not normal in Jordanian school systems, but it is found in all Jordanian state universities. Therefore, it can be safely assumed that the psychological barriers between male and female learners to achieve appropriate and inter-actional speaking.This is not acceptable in Islam, as seen through th
e eyes of the students interviewd.
Results and Discussion
The professors, who graduated from UK, USA, or Canada, try to model themselves as closely as possible on native speakers of English ,both in
language and behavior.
This gives them a kind of prestige and a higher social status, but there is a cultural gap between
students and their professors.
As a result, miscommunication arises.
Results and Discussion
Words like may, might, seem, perhaps are sometimes used by Jordanian university professors of English, but the learners do not remember such
words, when they speak in English or write English.
The learners go to classrooms to learn English while they belong to their national Arab culture,
which is brought to the classroom and which has overlaps with English language culture.
Results and DiscussionAnother problem appearing in this situation is the choice of topics and their relation to taboo vocabulary.
After conducting the interviews and discussion, these learners have revealed that twenty-eight of the forty students avoided writing on this kind of topics, such
as AIDS, sexual disease, and contraception.
The taboo words seem to have a powerful influence on the growth of the cultural gap between Jordanian
university students and their teachers who were educated in the West.
Conclusion
The purpose of this paper was to reveal the cultural obstacles and conditions which can hinder
English language teaching.
Cultural barriers like the Western culture accompanying imported language theories and
course-books can all create, unless modified problems in language teaching.
ConclusionFirst, much of the ELT literature has been written by
native speakers of English, and it seems highly problematical to import ready-designed course-books
and ideas or methodology and impose them on EFL learners everywhere.
Second, Variety of English in the world has its own specific culture and methodology of teaching English.
Much research is needed to investigate other cultural elements, like the hidden and confusing
meaning of English collocation or phrasal verbs used by professors who are native or non-native speakers
of English.
Thank you for your listening!
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