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Cultural Barriersof Language Teaching

Cultural Barriersof Language Teaching






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    Cultural Barriersof Language Teaching Cultural Barriersof Language Teaching Presentation Transcript

    • 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
      • Introduction
      • Review of Literature
      • Methodology
      • Results 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 learning difficulties, probably lost teaching objectives and, consequently, useless curricula.
      • (Byram, 1989;Byram&Esarte-Sarries, 1991; Holliday, 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 cultural 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 concern 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
      • Participants
      • Instruments
      • 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 professors
      • Interview the students
      • Classroom observation
    • Procedures of the study 40Arab 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 professors Specialize 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 the 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 Discussion
      • Another 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.
    • Conclusion
      • First, 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! ^^