incorporating culture-related activities in foreign language teaching

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6-3-3 appendix 3 appendix 3 incorporating culture-related activities in foreign language teaching contents: introduction chapter.i.research methods used in the statistical study 1.1 context and rationale for the statistical study 1.2 the research tool: a questionnaire 1.3 population and selection procedures chapter.ii.results of the statistical study 2.1. frequency of civilization-related activities in the english lesson 2.2. the effects of a longer stay abroad on the frequency of cultural activities 2.3. country focus and coursebook evaluation conclusion references introduction the importance of gaining communicative competence through language learning has long been widely accepted by the language teaching profession in europe. the incorporation of elements of the target language culture(s) in foreign language instruction has also received more attention in the region in recent years. many professionals agree that grammatical and lexical competence alone will not help non-native speakers of english to successfully socialize, negotiate or complain in the foreign language. on the …

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porating cultural activities into foreign language teaching can significantly enhance the learning experience for students. this allows them to understand the language in context, engage with different cultural practices, and gain a deeper understanding of the language they are learning. by integrating cultural activities into foreign language teaching, teachers can promote cultural diversity, foster empathy, and broaden students' horizons, creating an enriching and immersive language learning experience. the theoretical value of the course paper can be identified by the presented information about incorporating culture-related activities in teaching language and knowing and learning how to use it. the object of the course paper: to look through one of the english teaching methods and it can be useful for everyone who wants to enlarge their knowledge and outlook in english. investigation of the course paper : understand the importance of integrating cultural activities with language teaching while studying a coursework on the …

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naires had to be carried out. the research presented in this article originated from a workshop held at the european centre for modern languages in graz in 1999. as a follow up to this workshop our team of four educators-researchers from four different countries decided to study the intercultural dimension in efl education. lucyna aleksandrowicz-pędich (poland), rafn kjartansson (iceland), and liljana skopinskaja (estonia) gave their expert opinion to help revise my original questionnaire, and they carried out data collection in their home countries. the data analysis for all four countries and the discussion and evaluation of the results were done by the author of this article. the aim of this quantitative study was to find out what elements of culture efl teachers incorporate in their language lessons and how often they do this in the four examined european countries. it was also examined whether this frequency was influenced by the …

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me spent abroad will positively influence the frequency of all culture-related activities. on the other hand, no predictions were made about differences between the impact of training and the impact of time spent abroad. data collection in the pilot stage of the research project, the focus was only on the presence of activities relating to the civilization of english speaking countries in the english classroom in estonia, hungary and poland. the pilot-study, the results of which were published in poland, was the first phase of the quantitative study (aleksandrowicz-pedich, lázár, and skopinskaja, 2000). subsequently, the enlarged and revised questionnaire (see validation procedure in 1.5) was filled in by 393 english teachers in four european countries: estonia, hungary, iceland and poland. therefore, the statistical analysis of the revised questionnaires filled in by this large sample of teachers in the year 2000 allowed the author to map out the current status of …

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communicate in intercultural settings. the questionnaire (see appendix 1) was divided into three sections and took approximately 15 minutes to fill in. table 1 shows how the questionnaire was divided into three sections. section 1 6 questions about the frequency of big ‘c’ culture-related activities in the english lesson section 2 7 questions about the frequency of little ‘c’ culture-related activities in the english lesson section 3 5 sets of questions about country focus, level and age of students,coursebooks, the respondents’ age, qualification, sex, place of residence, mother tongue, stay abroad, previous cultural training table 1 the structure of the questionnaire the first section consisted of questions where respondents were asked to rate the frequency of big ‘c’ culture-oriented activities in their lessons. frequency was measured by the adverbs ‘never’, ‘rarely’, ‘sometimes’ and ’often,’ and the questions concerned types of activities that usually entail teaching about the civilization of the …

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6-3-3 appendix 3 appendix 3 incorporating culture-related activities in foreign language teaching contents: introduction chapter.i.research methods used in the statistical study 1.1 context and rationale for the statistical study 1.2 the research tool: a questionnaire 1.3 population and selection procedures chapter.ii.results of the statistical study 2.1. frequency of civilization-related activities in the english lesson 2.2. the effects of a longer stay abroad on the frequency of cultural activities 2.3. country focus and coursebook evaluation conclusion references introduction the importance of gaining communicative competence through language learning has long been widely accepted by the language teaching profession in europe. the incorporation of elements of the target language culture...

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