Iranian EFL Learners and Teachers’ Perceptions of Culture Teaching Objectives: Are They on the Same Track

سال انتشار: 1396
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 457

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NAELE01_023

تاریخ نمایه سازی: 1 مرداد 1397

چکیده مقاله:

Culture teaching is an indispensable part of language teaching (Brown & Lee, 2015; Byram, 1991; Sercu et al., 2005). However, the question is which objectives of culture teaching should receive priority. Is it a decision to be taken by the teachers or policy makers alone According to Nunan (1999), to get learners actively involved in the learning process, the choices of what and how to teach should be made with reference to the learners. In an attempt to let learners’ voices be heard, this study compared learners and teachers’ perceptions of different objectives of culture teaching. More specifically, the present study aimed at finding out the discrepancies and mismatches between Iranian EFL learners and teachers’ perceptions of culture teaching objectives in order to shed light on the practice of language teaching and inevitably culture teaching in an EFL context. A questionnaire based on Sercu et al.‘s (2005) Intercultural Competence Questionnaire was developed and administered to 100 Iranian EFL teachers through mail and 90 Iranian EFL learners in person. The results of the independent samples t-tests indicated statistically significant differences between learners and teachers’ perceptions for the whole scale (t (188) = -3.18, p= .002; eta squared= 0.05) as well as the three subcomponents of it (i.e. knowledge, attitude, and skills). Based on the findings of this study, learners should be treated as active and autonomous participants in pedagogic decision makings. In so doing, teachers should consider giving learners more voice and autonomy in choosing objectives of culture teaching, and make clear to them the rationale behind the less favorite objectives.

نویسندگان

Davood Taghipour Bazargani

Assistant Professor of TEFL, Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran

Hamed Abbasi Mojdehi

Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran