نام و نام خانوادگی:میلاد سلیمی بروجنی
عنوان پایان نامه: Submitted in partial fulfillment of the requirement For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر احسان رضوانی
In the last couple of decades, integrating culture into second language (L2) classroom instruction has received much attention. Accordingly, this study aimed at discovering Iranian EFL teachers’ and learners’ beliefs and attitudes toward integration of culture into EFL teaching and learning. Moreover, it was attempted to examine whether there are significant differences between Iranian high school EFL teachers’ and learners’ beliefs with regard to the integration of English culture into L2 classrooms. To do so, following a descriptive quantitative survey design, 50 EFL teachers and 50 EFL learners were selected through convenience sampling to participate in this study. To collect the data, two distinct closed-ended questionnaires developed by Elarbash (2019) were administered separately to the teachers and the learners. The results of data analysis showed that EFL teachers held positive views towards the integration of Western culture in their teaching. The findings showed that most teachers were aware of the importance of teaching Western culture although their EFL textbooks paid very little attention to it. Additionally, it was found that the majority of students appreciated the teaching and learning of culture in EFL classrooms. Finally, the results of an independent samples t-test revealed that there was not a significant difference between Iranian high school EFL teachers’ and learners’ beliefs with regard to the integration of English culture into L2 classrooms. The study will provide pedagogical implications for Iranian EFL teachers and learners within the area of inter-cultural instruction and teaching L2 culture.
کلیدواژه:
Culture, Intercultural Language Teaching and Learning (ILTL), Intercultural Competence