Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom

Abstract

Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking) of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture) especially in the context of English as a foreign language. However, with the increasingly important status of English as an international language, the ownership of English has been extensively discussed. Scholars have argued that English is no longer in the custody of any particular country or community. Therefore, whether we should address target language culture in the English classroom or not has become a matter of debate. The study aims to explore EFL learners' perceptions of the ownership of English and acquiring cultural knowledge in the classroom through in-depth interviews. In total, twenty undergraduates, including both English-major and non-English-major students, from three different universities in Central Taiwan participated in the study. The results show that the majority of the participants reject the notion that English belongs to particular countries in today's world. In terms of acquiring cultural knowledge, they believe that it is necessary to have some target language cultural knowledge (e.g. British culture and/or American culture) in the English classroom. However, apart from the target language cultural knowledge, they would also like to explore various cultures worldwide, using English as a communication tool to become global citizens. Therefore, rather than debate whether to teach a specific culture or language model in the English classroom, it is perhaps more meaningful and important to develop a language learner's intercultural communicative competence. These findings provide some insightful implications for English language teaching professionals and educators in terms of teaching culture in the English classroom.

A survey on the intercultural communicative competence of ELT undergraduate students

“…Since there is interplay of language and culture, which is inseparable for communication, culture provides the background knowledge to master the communicative functions of the target language. That is, it is required to make sense of cultural contexts of the language to communicate effectively in intercultural situations (Frank, 2013;Lai, 2014). To fulfill the aim of producing interculturally competent language learners, it is needed to improve their ICC because 'effective communication across cultures requires communicators to have excellent ICC' (Zheng, 2014, p. 73).…”

“…In view of such characteristics, a number of researchers have discussed the content of ICC in the literature (e.g. Byram, 2000;Byram et al, 2002;Baker, 2012;Deardorff, 2006;Fantini, 2012;Hismanoglu, 2011;Huang, 2014;Lai, 2014). Among these researchers, Byram (2000) has been acknowledged to be the leading figure, for the others have supported his model of ICC.…”

Social and Cultural Focus in EFL Learning. Does Understanding Target Language Culture Increase Interaction in the EFL Classroom?

“…In effect, the two groups were demonstrating ability and communicative competence in the socio-pragmatic use of the language forms which, as Hinkel ( 2014) notes, is the ultimate aim of an EFL learner. Furthermore, if interaction is increased, then there is a concurrent increase in learning opportunities (Oxford, 1997;Cao and Phillip, 2006;KaiWai-Chu and Kennedy, 2011;Lai, 2014).…”

Social and Cultural Focus in EFL Learning. Does Understanding Target Language Culture Increase Interaction in the EFL Classroom?

“…In effect, the two groups were demonstrating ability and communicative competence in the socio-pragmatic use of the language forms which, as Hinkel (2014) notes, is the ultimate aim of an EFL learner. Furthermore, if interaction is increased, then there is a concurrent increase in learning opportunities (Oxford, 1997;Cao and Phillip, 2006;KaiWai-Chu and Kennedy, 2011;Lai, 2014).…”