Nguyn H Trc Anh

TESOL 9

Writing Task 1 - Version 2

Paragraph
The Role of Target-language Culture
in
Teaching English
Achieving communicative competence in English has been claimed the universal target of
students in any EFL classroom. As a result, it is teachers responsibilities to not only provide
students with knowledge of structure and vocabulary but also prepare them for appropriate uses
of utterances. Many studies have indicated that cultural learning is one of the most efficient
approaches to address appropriacy in terms of these two major functions: culture facilitates in
contextualizing language and motivates students to actively produce natural language.
First of all, culture establishes contexts in which utterances are performed naturally and
appropriately. Cultural components of a society such as beliefs, values and practices determine
the communication process occurred in its language: who the interlocutors are, what information
is discussing, how they transmit messages, how they perceive meanings and how they respond.
Therefore, in order to successfully decode ones message, it is recommended that considerations
be given to the bounding culture; otherwise, meaning may be difficult to be understood. As
different cultures affect languages differently, Politzer, (cited in Purba 2011) states that teaching
language does not occur simultaneously with the teaching of the culture in which it operates,
students may attach wrong meaning to symbols or find them meaningless. There are considerable
differences in the way English and Vietnamese attach meaning to the same image, taking the
kennel for example. On hearing two Americans conversation A: Where did you put the dog
while you were on holiday? B: In the kennels, a Vietnamese lacking knowledge of Western
culture may refer kennels to small shelters for dogs to sleep in. However, kennels in this
context is actually used to mention a good place for leaving dogs when people are away, where
their pets are well-cared. These mismatched implications result from different perceptions of the
animal dog of the two cultures. While dogs are considered as mans best friend in America, they
do not earn similar position in Vietnamese culture. Similarly, native speakers of English interpret
received information within their cultural experience and may find one single utterance given by
a person from another cultural background inappropriate. This divergence of thought pattern may
lead to misunderstanding and, in some circumstances, do harm to the relationship among people.
1

Nguyn H Trc Anh

TESOL 9

Writing Task 1 - Version 2

For the fact that each language is affected by numerous cultural factors, it is essential that
language and culture are taught concurrently so that students can acquire language in its natural
context and be able to manipulate language in an appropriate manner.
Secondly, besides contextualizing language, cultural learning also substantially facilitates
teachers in motivating the engagement of students in terms of personalizing natural language.
Considering a culture-based lesson following the PPP model (Presentation Practice
Production), students cognition of appropriacy has been inductively formed and enhanced in the
first and second stage. On reaching the last stage, students continue developing their appropriacy
awareness by producing their own language in a given natural context with interest. Purba
(2011)agrees that cultural elements play a crucial role in raising learners motivation because
most of them enjoy culturally based activities such as singing, dancing, role playing, or doing
research on other countries and peoples. Thanks to cultural exercises, students are provided with
opportunities to be exposed to real language and real life situations which may receive little
concerns from grammar-oriented material developers. Generally speaking, appropriacy of
language use, as a crucial part of communicative competence, is effectively introduced to EFL
classroom by means of culture-based instruction.
In conclusion, the ability to efficiently communicate using English depends on ones
both linguistic competence and appropriate language use. As culture defines aspects of
communication such as context, underneath values and beliefs, it is fundamental that culture of
the target language is included in the syllabus of EFL classroom to raise students awareness of
language appropriacy.

References
Purba, H. (2011). The importance of including culture in EFL teaching. Journal of English Teaching, 1(1),
44-56.