Language and Culture - Coursework Example

Name: Tutor: Title: Critical Analysis Course: Date: Critical Analysis What is the problem that is addressed in the research? The study involves the perceptions of both teachers and students in regards to culture and the language learning process. It explores the responses in two Vietnamese University with the analysis of the cultural perceptions of both teachers and students in regards to English as a second language. The study investigates the relationship between language and culture and how the cultural perceptions influence language teaching and learning. Language and culture are considered to possess an interdependent kind of association. Foreign language learners should therefore prepare to work and study within a multicultural environment have to be linguistically and intercultural competent to enhance the language learning process. Hence intercultural competence is regarded as being essential objective of foreign language learning. Intercultural communication process assists individuals or students from varied cultural backgrounds to communicate successfully without any language or cultural barriers being experienced. In this sense students have considered the importance of culture in language teaching and paid more attention to cultural perceptions in language learning process (Allen, 2000). Culture is considered a multifaceted phenomenon. In this sense there is the existence of varied definitions of culture. The study utilized the three important concepts that are used in the definition of culture. The concept of metaphor of the cultural iceberg entails that a great proportion of individual’s culturally-shaped perceptions is intuitively functional during the process of interaction. The second concept engaged in the study involves the description of culture in association to community, communication and individual. In this case culture can be approached from both social and communicative perceptions. While the social approach explains a cultural occurrence in the social order grounded on values the communicative approach focuses on individual’s actions through the process of interaction. The third concept of culture involves modernist and post-modernist approach. This approach links culture with the humanistic concept that defines common knowledge of literature, arts and institutions that connects culture with the original speakers’ way of life with their customs, beliefs and values (Byram, 1989). Thus the study aims at addressing the relationship between language and culture and how the process of intercultural communication assists in both languages teaching and learning. The study explores the link between language and culture in various perspectives. What research perspective or approach is taken to addressing this problem? The author explores the problem through the application of naturalistic type of research. The design involves facts oriented approach whereby data is collected through both qualitative and quantitative means. Qualitative data involves the use of numerical as evident in the study whereby there is the use of mean average and percentage. Qualitative data on the other hand involves the use of non-numerical type of data that seeks to strengthen the study through attainment of in depth information. A case study comprising of a classroom observation, use of questionnaires, teacher interview is utilized. The subsequent data collected is then analyzed. The respondents in the study involved fourteen EFL teachers and EFL two hundred students within two Vietnamese universities. The key respondents in the study comprised the teachers and students within the two Vietnamese universities. The teachers and students possess a vast knowledge of working and studying in a multicultural setting. Most of the teachers involved in the study as respondents have been teaching English for 5-10 years. On the other hand the student participants were studying English as a major subject and they comprised students from first to fourth year of their studies (Allen, 2000). The study investigated Vietnamese EFL teachers’ and students’ perceptions in regards to cultural dimension of language teaching learning through the classroom practices in order to explore the perceptions and classroom practices of Vietnamese EFL teacher and the priorities together with the views of Vietnamese EFL students. Twelve classroom observations were initially conducted with eight EFL teachers within two American culture lessons and ten language skills lessons. In this case the American culture lessons comprised the American people, the U.S. languages and the United States geographical data while the language skills involved the daily life issues with the main emphasis on the cultural dimension (Kramsch, 2004). What findings and conclusions does the author draw from the research? The research findings exhibit that the Vietnamese EFL teachers and students perceptions in regards to perceptions of cultural dimension and classroom practices correspond to previous studies that have been conducted. Both the qualitative and quantitative data played a major role during data analysis in order to make certain conclusions. In this case teacher’s priority was emphasized in language teaching as opposed to culture teaching. Therefore the facts oriented approach to culture teaching in the classroom practice proved to be beneficial in Vietnamese EFL classes. In addition the findings indicated that the Vietnamese EFL teachers and students treated culture teaching and learning as an alternative objective in EFL classes due to the fact that the classroom practices were to a greater extent influenced by perceptions of the cultural element of language teaching and learning. Hence the findings of the research indicate that the teachers’ and students’ in regards to classroom practices of culture teaching and learning were greatly impacted by the respondent’s perceptions of the cultural dimension that constituted the language teaching and learning process. In addition various implications in the consideration of EFL education that focused on the fundamental importance of the integration of culture in the learning process was also identified. The study therefore found out that culture plays a crucial role in the process of language learning. However, despite the link between language and culture it was evident that the education system or the learning process did not put more emphasis or priority in culture learning but rather in the language learning process. The students as the key respondent did not prioritize culture leaning as important but more focus was put in the language learning process that was considered as of more importance or priority than culture learning process. Thus although culture was regarded as essential in language learning more emphasis was not put on cultural actions and values of the language (Kramsch, 2006). The research confirms the inevitable gap between language learning in relation to incorporating the cultural learning process. This is due to the link between the language and culture. The authors therefore concluded that there is need for further studies in the relationship between language and culture and ways through which the two elements are exhibited in language learning at varied levels of proficiency in language. Hence intercultural competence requires further research in order to receive the same status as the language component within the education curriculum (Papademetre & Scarino, 2006). What evidence does the author present in support of the conclusions? Do you find the evidence convincing or unconvincing? Why? The study is considered as being of significant importance in the language teaching and learning process. The empirical investigation of EFL within classroom setting has not received much research and therefore the study provides an important insight into the study of the relationship between language and culture and how intercultural practices enhance the language learning process within the classroom environment. Qualitative data involves the use of data collection procedures that result mainly in the utilization of open-ended, non-numerical information that is analyzed majorly by the use of non-statistical methodologies. Therefore qualitative research involves the use interview research with the transcribed types of recordings that is analyzed on the basis of the qualitative content analysis. Quantitative research on the other hand involves data collection approach that results in majorly numerical data that is analyzed statistically. Mixed methods research on the other hand involves the combination of both the qualitative and quantitative methodologies with the utilization of both consecutive and interrelated questionnaires and interview studies. The research utilized the mixed research methodology so as to strengthen the research through the collection of in depth type of data and the use of numerical data. In regards to the qualitative data collection methodology the major instrument is the researcher and the link between the researcher and the main respondents of the study in order to achieve the aims and objectives of the research. Despite the link between the researcher and the key respondents of the study being essential the study failed to bring out the relationship between the researcher and the respondent. In a case study type of research informed consent plays a vital role and the site access and the link between the researcher and the respondents should be clearly identified (Risager, 2005). Data Collection In regards to data collection process we learnt that the study comprised the utilization of fourteen teachers and two hundred students within the two Vietnamese universities. However the selection process of the sample population does not come out clearly. In addition it is not clear how many students and teachers participated from each university and the selected method employed in the selection of the sample size population. This could lead to various types of biasness being experienced in the study. Despite the weaknesses of the research the conclusion and the recommendations of the study were justified by the evidence that the researcher was able to present. The findings and the implications of the study come out clearly and therefore likely to be incorporated in the language and culture teaching and learning process (Tsou, 2005). Data Analysis Due to the nature of the study the researcher was faced with various limitations. The analysis of the data was based on the data collected through the process of classroom observation. Observation as a form of data collection forms an important aspect in any research. However, observation limits the study in the sense that the selection of the sample may not reflect the actual occurrence. For instance through the process of observation in the classroom settings the true picture of the language learning process and culture learning may not come out clearly. The criteria for choosing one lesson over the other are not clear and this may lead to some kind of biasness during both data collection and analysis (Sowden, 2007). Can you identify any assumptions within the approach, conclusions or evidence presented in the article that the reader must agree with in order to accept the validity of the author’s arguments? The research engages the use of post-positivism in quantitative paradigm. The quantitative methodology assumes a post-positivism approach. Post-positivism is based on the recognition of the existence of reality that can be imperfectly be comprehended. This reality therefore can be quantified numerically to represent the views of individuals in regards to their real world. Qualitative methodology engages the use of constructivism approach whereby social reality is constructed through understanding certain perspectives in research. Thus the main objective of the approach lies in the understanding of the reality of individuals within their own context. Meanings are therefore constructed by the social actors involved. The research utilized the constructivism approach in the qualitative methodology whereby data was collected through human interactions to reflect and understand the realities of their worlds (Richards, 2003). The study aims to measure the language learning and culture learning process within classroom type of setting. The data collected through observation and interview process of the key respondents was analyzed through the process of statistical approach that analyses data through non numerical method. The role of the researcher in the use of the qualitative approach involves capturing the reality of the study and remains objective without any form of biasness. The data analysis was designed in such a way that the human element or error in the research process would be eliminated (Sonbul & Schmitt 2009). Therefore the study assumes that through the control of the various research variables in the information collection a valid and reliable conclusions and recommendations may reflect a true picture of the wider population. The generalization of the wider population creates the value of the study to teachers and students in language and culture learning process in other contexts. Hence the aim of the conclusions and recommendations made in the study is not only meant to be used in Vietnam but across countries in the process of language teaching and learning process (Allen, 2000). Reference Keith Richards. 2003, Qualitative inquiry in TESOL / New York : Palgrave Macmillan, ISBN: 1403901341Ch. 1, pp. 32-40 Sonbul, S. & Schmitt, N, 2009, ‘Direct teaching of vocabulary after reading: Is it worth the effort?’, ELT Journal, Vol. 64, no. 3, pp.253-260. Allen, L.Q, 2000, Culture and the ethnographic interview in foreign language teacher development. Foreign Language Annals, 33(1), 51-57. Byram, M, 1989, Cultural studies in foreign language education. Philadelphia: Multilingual Matters. Kramsch, C, 2004, The language teacher as go-between. Utbildning & Demokrati, 13(3), 37-60. Kramsch, C, 2006, Culture in language teaching. In H.L. Anderson, K. Land & K. Risager (Eds), Culture in language learning (pp.11-25). Denmark: Aarhus University Press. Liddicoat, A.J., Papademetre, L., Scarino, A. & Kohler, M, 2003, Report on intercultural language learning. Canberra: Commonwealth of Australia. Papademetre, L. & Scarino, A, 2006, Teaching and learning for intercultural communication: A multi-perspective conceptual and applied journey for teachers of world culture languages. Adelaide: University of South Australia. Risager, K, 2005, Languaculture as a key concept in language and culture teaching. In A.F. Bent Preisler, S. Kjaerbeck, & K. Risager (Eds), The consequences of mobility (pp.185-196). Roskilde: Roskilde University. Sowden, C, 2007, Culture and the 'good teacher' in the English language classroom. ELT Journal, 61(4), 304-310. Tsou, W, 2005, The effects of cultural instruction on foreign language learning. RELC Journal, 36 (1), 39-57. Read More

Qualitative data involves the use of numerical as evident in the study whereby there is the use of mean average and percentage. Qualitative data on the other hand involves the use of non-numerical type of data that seeks to strengthen the study through attainment of in depth information. A case study comprising of a classroom observation, use of questionnaires, teacher interview is utilized. The subsequent data collected is then analyzed. The respondents in the study involved fourteen EFL teachers and EFL two hundred students within two Vietnamese universities.

The key respondents in the study comprised the teachers and students within the two Vietnamese universities. The teachers and students possess a vast knowledge of working and studying in a multicultural setting. Most of the teachers involved in the study as respondents have been teaching English for 5-10 years. On the other hand the student participants were studying English as a major subject and they comprised students from first to fourth year of their studies (Allen, 2000). The study investigated Vietnamese EFL teachers’ and students’ perceptions in regards to cultural dimension of language teaching learning through the classroom practices in order to explore the perceptions and classroom practices of Vietnamese EFL teacher and the priorities together with the views of Vietnamese EFL students.

Twelve classroom observations were initially conducted with eight EFL teachers within two American culture lessons and ten language skills lessons. In this case the American culture lessons comprised the American people, the U.S. languages and the United States geographical data while the language skills involved the daily life issues with the main emphasis on the cultural dimension (Kramsch, 2004). What findings and conclusions does the author draw from the research? The research findings exhibit that the Vietnamese EFL teachers and students perceptions in regards to perceptions of cultural dimension and classroom practices correspond to previous studies that have been conducted.

Both the qualitative and quantitative data played a major role during data analysis in order to make certain conclusions. In this case teacher’s priority was emphasized in language teaching as opposed to culture teaching. Therefore the facts oriented approach to culture teaching in the classroom practice proved to be beneficial in Vietnamese EFL classes. In addition the findings indicated that the Vietnamese EFL teachers and students treated culture teaching and learning as an alternative objective in EFL classes due to the fact that the classroom practices were to a greater extent influenced by perceptions of the cultural element of language teaching and learning.

Hence the findings of the research indicate that the teachers’ and students’ in regards to classroom practices of culture teaching and learning were greatly impacted by the respondent’s perceptions of the cultural dimension that constituted the language teaching and learning process. In addition various implications in the consideration of EFL education that focused on the fundamental importance of the integration of culture in the learning process was also identified. The study therefore found out that culture plays a crucial role in the process of language learning.

However, despite the link between language and culture it was evident that the education system or the learning process did not put more emphasis or priority in culture learning but rather in the language learning process. The students as the key respondent did not prioritize culture leaning as important but more focus was put in the language learning process that was considered as of more importance or priority than culture learning process. Thus although culture was regarded as essential in language learning more emphasis was not put on cultural actions and values of the language (Kramsch, 2006).

The research confirms the inevitable gap between language learning in relation to incorporating the cultural learning process.

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