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Abstract
Understanding the source of cultural differences contributes to effective
communication when working across cultures. EFL learners must build
intercultural skills not only for improving their communication skills,
but also for satisfying their future work demands. This mixed methods
research study examines EFL learners as users of English in multicul-
tural environments in a conversational course at the University of Costa
Rica. A book analysis, a questionnaire, and an interview were used to col-
lect data about the number and importance of culture-related activities
found in the textbook used, about the instructor and learners’ level of cul-
tural awareness, and about their degree of satisfaction in terms of teach-
ing and learning about culture to determine if the culture-related course
objectives are being met. The results reflect that Moran’s dimensions of
culture are not being explicitly taught, that learners may have difficul-
ties explaining what learning culture is about, and that their overall sat-
isfaction can be rated with a 6 out of 10. The conclusion can also be drawn
that the learners’ general dissatisfaction may have to do with the fact
they are not exposed to cultural learning outcomes explicitly. Following
an analysis of the research results, some recommendations for teaching
culture will also be presented.
Resumen
Entender el origen de las diferencias culturales contribuye a tener una comunicación
intercultural eficaz. Los estudiantes de inglés como lengua extranjera deben desarro-
llar este tipo de comunicación no solo para mejorar sus habilidades a la hora de hablar,
sino también para satisfacer las futuras exigencias laborales. Este estudio se realizó en
un curso de inglés conversacional en la Universidad de Costa Rica. Para recolectar los
datos se analizó el libro de texto utilizado y se pasó un cuestionario a los estudiantes;
asimismo, se entrevistó al docente con el fin de obtener información sobre la cantidad e
importancia de las actividades relacionadas con cultura que contenía el libro, sobre el
nivel de conciencia social del docente y los estudiantes, y sobre el nivel de satisfacción de
estos participantes en cuestiones de enseñar y aprender sobre cultura, con el propósito
de determinar si los objetivos del curso relacionados con cultura se estaban cumpliendo.
Los resultados evidencian que las dimensiones culturales propuestas por Moran no se
están enseñando explícitamente, que los estudiantes tienden a tener dificultades para
explicar qué es aprender sobre cultura y que su satisfacción en términos del aprendizaje
sobre culturas se puede evaluar con una calificación de 6 de 10. La conclusión es que el
grado de insatisfacción puede darse por la falta de carácter explícito de los resultados de
aprendizaje de temas culturales. Seguidas de un análisis de los resultados, se presenta-
rán algunas recomendaciones para la enseñanza de temas relacionados con la cultura.
T
found at the library of the University
eaching culture has been of Costa Rica. That may indicate that,
understood by many English somehow, program administrators, as
instructors as showing lear- well as teachers, at the University of
ners what people wear during winter Costa Rica have believed for many
in the US or explaining what a typi- years that culture has been part of
cal breakfast is like in a foreign cou- their programs, at least implicitly.
ntry. Nonetheless, teaching culture Nonetheless, because of this, cour-
goes beyond that. Moran (2001), Hall se programs may not include explicit
(1989), and Hofstede, Hofstede and approaches to teaching culture. Many
Minkov (2001) propose highly distincti- of the culture-related units or lessons
ve theories and approaches to teaching in the textbooks used to teach English
and learning about culture in a way do not explicitly teach culture, and
that it would not be seen as merely when they do, they commonly refer to
additional information in a language surface-level information. As a result,
program. When looking for sources this specific conversational course may
about how EFL teachers are studying or may not be facing a clear absence of
the impact that teaching culture can cultural components that would result
have in their classrooms, only one in weak cultural outcomes that are not
ELIZONDO. Analyzing Moran’s dimensions of culture... 345
Table 1
Moran’s culture learning outcomes
Culture-specific Learners can develop appreciation and empathy for people and their
understanding way of life from one specific culture.
Culture-general Learners end up identifying perspectives from their own culture, which
understanding they contrast with those of others.
It is viewed as:
Language proficiency (standards such as the ones proposed by CEFR or
ACTFL).
Communicative competence (effective and appropriate communication
Competence with people of the target language).
Cultural competence (manipulation of cultural products).
Intercultural competence (interaction in intercultural communities, re-
gardless of the cultures involved).
Intercultural communicative competence (communicative competence
and intercultural competence).
Learners are able to adjust, fit in, live, and work in the host culture.
Martin and Nakayama (1997 in Moran 2001, p. 113) describe it in modes:
Separation (learners retain their original culture and language and avoid
interacting with other groups in the target culture).
Adaptation Assimilation (learners lose many aspects of their original culture and
establish relationships with groups in the target culture).
Integration (learners maintain their original language and culture while
they also maintain daily interactions with groups in target culture).
Marginalization (learners do not show interest in maintaining cultural
ties with dominant groups either in the target or the original culture).
Social change Learners act as change agents, based on understanding other cultures
and their own.
Table 2
Analysis of culture-related activities per unit
Unit 7: Personalities 0 40 0%
More specifically, Table 3 sum- culturally rich one in Unit 5, yet it was
marizes the description of the cultu- left out and placed as an extra activi-
re-related activities the author found ty at the end of the book. Interestin-
in Unit 5. It must be noted first that gly, there was only one case in which
out of the 10 culture-related activi- one of 10 activities was actually the
ties identified in this unit, only 5 of main task within a lesson. This was
them involve speaking as a macro the one time learners had the opportu-
skill. That could be considered as be- nity to write about their own cultures
neficial for the learners, but these 5 and possibly compare it to the target
speaking activities are proposed by the culture. Even though this was a clear,
book authors as pre-tasks, post-tasks, main activity related to culture, it was
and follow up activities, which can be a writing one, and as this book is used
regarded as marginal activities. It is in a conversational course, teachers of
also important to highlight that one of this level may not get to carry out this
these speaking activities was the most activity in class fully.
ELIZONDO. Analyzing Moran’s dimensions of culture... 353
Table 3
Description of culture related activities in Unit 5 (Our World)
Two Amazing Use vocabulary Read the questions Reading This is a warm-up ac-
Views Unit 5 for human-made posted on a website tivity at the bottom
Activity 2A, wonders. for visitors to New of the page. It does
Lesson A York City. Which not represent the core
view does the site activity of the lesson.
recommend?
Two Amazing See compari- Go over the ques- Speaking It is a follow-up ac-
Views Unit 5 sons with adjec- tions. Have learners tivity to introduce a
Activity 2B, tives and nouns answer the ques- grammatical structure
Lesson 2 in context. tions in pairs or in (comparatives and su-
small groups. perlatives).
Interesting and Practice ex- Ss share what the Speaking It introduces a liste-
Unknown Facts pressing disbe- oldest human-made ning activity. It is a
Unit 5 lief and saying structures are in pre-task.
Activity 1A, you don't know. their countries and
Lesson B. how old they are.
Did you know…? Express disbe- Make a list of three Writing & This is the seminal
Unit 5 lief; say they interesting facts Speaking part of this lesson.
Activity 4A & 4B, don’t know about human-made
Lesson B. something. structures and re-
act to what your
classmates wrote
down.
Superlatives with Practices su- Make true sen- Writing* It is a follow-up acti-
adjectives and perlatives with tences about your vity. It does not say
nouns adjectives and country with the what skill should be
Unit 5 nouns. phrases below. emphasized. It could
Activity 3B, have been the core
Lesson C. There were activity of the lesson
no instruc- had it been designed to
tions. compare and contrast
different cultures.
354 Revista de Lenguas Modernas, N.° 28, 2018 / 343-371 / ISSN: 1659-1933
Planning a visit Talk about Imagine that a friend Speaking It is a marginal activi-
Unit 5 the best places from another coun- ty placed as an extra
Activity 5A, to go in their try is planning to vi- practice at the end of
Lesson C. country sit you and asks you the book. It could have
the questions in the been a perfect comple-
e-mail below. Discuss ment to the previous
your responses. activity. It could have
also been the core acti-
vity of this lesson.
The Great Barrier Develop skills Listen to a guide talk Listening It is somewhat impor-
Reef in listening for to two tourists at the tant. It is a pre-task.
Unit 5 specific infor- Great Barrier Reef.
Activity 2A, mation. Which statements
Lesson D. surprise the tourists?
A natural wonder Write a para- Write a paragraph Writing This is the most im-
Unit 5 graph about a about a natural won- portant activity in the
Activity 3B, natural wonder. der. Use the model in lesson.
Lesson D. your answers in part
A to help you.
Seven wonders of Describe natu- Make a list of the Speaking This is a post-task. It
my country ral wonders in top seven natural or is somewhat marginal.
Unit 5 your country. human-made won-
Activity 4A, ders in your country.
Lesson D. Why are they won-
derful? Take notes.
Table 4
Description of culture related activities in Unit 6 (Organizing your time)
Warm-Up Preview the to- Look at the pictu- Speaking It is the warm-up acti-
pic and discuss res. What’s hap- (implied) vity for Unit 6. Lear-
organizing time. pening? Do you ners will be able to ex-
think the man press their perception
organizes his time of time. It is a relati-
well? vely important activity.
Table 5
Description of culture related activities in Unit 8 (The Environment)
what they normally do every day. Just literature was explicitly presented to
one pair talked about different techni- the learners through reading one of
ques to manage their time effectively. the short stories in the book. However,
Evidently, the outcome expected the way the materials were used did
was competence, and more specifically not reflect learning culture directly,
language proficiency. As this book has but rather as a result of being exposed
been designed to accomplish can-do sta- to them. The teacher did not describe
tements mapped to the Common Euro- how or why this had to do with the tar-
pean Framework of Reference, learners get culture; instead, she just played a
are expected to: (a) ask and talk about track so that the learners could read
weekend plans, (b) offer to take a mes- along. This activity then was solely
sage, (c) leave a message, (d) make re- used as a reading comprehension one.
quests, promises, and offers, (e) discuss Initially, the researcher thought that
ways to manage time effectively. the book American Crime Stories was
All of the learning outcomes in the going to be used to teach about a cultu-
situations given to the learners for ral product explicitly. However, there
their oral presentations reflected lan- were no comments related to the in-
guage proficiency outcomes without formation presented in the story. The
a doubt. At first look, it seemed that teacher’s only purpose was to use it for
these situations could also expose the reading comprehension. In this short
learners to cultural knowledge about story, the learners were implicitly ex-
different products, practices, and pers- posed to a practice and a perspective.
pectives in different matters; however, Nonetheless, these two features were
the way they were used only requested totally absent when the learners were
the learners to show command of gram- assigned their reading comprehension
mar structures and language proficien- questions. What is more, the content
cy, not taking into account the target of this book had nothing to do with
culture. As explained before, this lan- the contents or objectives of the cour-
guage program does not specify clear se. The short stories in it might be so-
and concise culture learning outcomes mewhat related to the target culture
in their course syllabus; consequently, if used properly, but that was not the
the instructor does not seem to be in- case in this class.
cluding cultural contents in class that For the second part of the class, the
would yield one or the other cultural teacher covered Unit 7, which had to
learning outcome other than general do with Personalities. For this section,
language proficiency. she wrote some questions on the board,
and the learners were to answer them
5.2.2 Class 2 in pairs. One of the questions was “Do
people in Costa Rica have a specific
For the first part of the class, the personality? How is it?” To this ques-
teacher brought copies of the book tion most of the learners in the clas-
American Crime Stories—a compila- sroom made negative comments about
tion of short stories and reading com- Costa Ricans and their culture (irres-
prehension exercises— to the class. ponsible, “alcoholic,” not punctual).
The dimension of products, in this case, The most salient comment was that
358 Revista de Lenguas Modernas, N.° 28, 2018 / 343-371 / ISSN: 1659-1933
Costa Ricans are lazy and that they in the target language. Also, she did
favor lying. To this, the teacher made not know how to say the word “crease”
comments such as “Costa Ricans are when asked how people say arrugas (in
definitely lazy, alcoholic, and yes, bed sheets). She said that of course she
liars.” When a learner said that Cos- knew about “wrinkles,” but she was
ta Rica is the happiest place on Earth, not sure if she could use the word in
she replied with a comment such as that case. Hence, this could have been
“That’s why we’re the happiest people an opportunity to expose how langua-
on Earth; we’re lying about that, too,” ge and culture are linked because one
and as a follow-up question she asked, would need the cultural knowledge to
“Do you think Costa Ricans are inde- understand when to say “wrinkle" and
pendent?” For this, she explained —as when to say “crease.” Furthermore,
a perspective— why in Costa Rica it is one learner introduced the concept of
common to see people over the age of “framing” when analyzing the short
30 living with their parents while in story. He asked: “so professor, can we
other countries that is considered not say that he was framed, right?” and
so common. She explained how 18-year the teacher hesitated in her answer,
olds leave home in America and what repeated the word several times, and
they would think of you if you said that said “I would prefer the term involved.”
you are a 30-year-old, living with your In fact, the character the learner was
parents. To be more explicit, she used talking about was actually framed, but
the phrase “You’re not normal in other it seemed the instructor did not know
countries if you’re an adult who lives the concept of framing. Under other
with your parents.” In her attempt circumstances, the researcher thought
to develop the topic further, she also this would not have been considered as
made the following comment: “People something relevant, but the fact that
in Panama are impolite, right?” Conse- the book was all about crime made this
quently, many people reacted to this by word a pivotal element in this lesson.
saying “Yes, they are really impolite. There were some cultural misun-
They are weird and rude,” showing a derstandings that were not addressed
judgmental disapproval of their cultu- or corrected by the teacher, and most
re, which was originated and kindled of them had to do with L1 interferen-
by the teacher. ce issues. To illustrate, when talking
In this class, some learners asked about personal traits, the teacher as-
for the meaning of several words and ked: “Are you ambitious?” and most of
the translation of others, but the tea- the learners said that being ambitious
cher failed to provide them with co- was really bad and that people should
rrect answers. To exemplify, she did not be ambitious. Based on what they
not know how to refer to the dwarfs in were saying, the researcher knew that
the fairy tale Snow White. She said, what they meant was the use of the
“in English there are many kinds of word ambitious in Spanish to describe
enanos and they have subdivisions “being greedy.” However, the teacher
and more, so I don't know how to call never made that clarification and also
these ones.” This showed then a lack supported their opinion, saying that
of knowing about literature, a product people should not be very ambitious.
ELIZONDO. Analyzing Moran’s dimensions of culture... 359
Table 6
Learners’ average satisfaction rating of cultural components in Level 8
Number of participants 1 1 0 0 4 3 2 2 0 1
Because of the multiple factors Level 1. This means that they have
that can influence a learner’s opinion been part of the transition from one
about one single course, the resear- textbook to the other, but the low ra-
cher also asked them to indicate how tings for both book series show no va-
satisfied they feel with how culture- riation, as seen in Table 7. Additiona-
related components have been taught lly, there were no comments indicating
in all of the other levels of the lan- that in previous courses, which made
guage program. The numbers did not use of a different book series, cultural
change much. In this case, the avera- components were explicitly taught or
ge satisfaction rating was of 6. It is that other teachers in previous levels
worth mentioning that 64% of these did emphasize cultural elements.
learners started the program from
Table 7
Learners’ average satisfaction rating of cultural components throughout the
English program in Cursos de Conversación.
Number of participants 1 0 1 1 2 3 2 3 0 1
In this section of the survey, the 6, the learners show that this program
learners’ discontent with the level lacks cultural components and 78.5%
of culture being taught in Level 8 is of them expect it to increase in the fu-
made evident. With ratings of 5.7 and ture. A solid 93% of the learners also
362 Revista de Lenguas Modernas, N.° 28, 2018 / 343-371 / ISSN: 1659-1933
stated that culture-related elements must 5.4 Stage 4. Data collected from the
be included in a class when studying a fo- teacher’s interview
reign language, and evidently this is not
being accomplished at the moment. To interview the course instructor,
As described in Table 7, the results a questionnaire similar to the one given
demonstrate that the lack of cultu- to the learners was used (see Appendix
ral components is not determined by 3). The focus of the first eight yes/no
the book series used in this language questions was mainly to determine if
program. The author can affirm this the instructor teaches Moran’s dimen-
because the ratings that describe the sions of culture in her class. Additiona-
learners’ satisfaction in terms of lear- lly, the purpose was to find out if the
ning culture in this level are practica- instructor considers that she is tea-
lly the same as the ones they provided ching culture and if she is doing that
for their overall satisfaction in terms explicitly. The second eight open-ended
of learning culture throughout the pro- questions were designed to obtain data
gram. It can be stated, then, that both on how the instructor is teaching speci-
book series have been part of what has fic dimensions of culture, how satisfied
caused learners’ dissatisfaction, but she is with her actual teaching of cultu-
the author cannot affirm that this is re and whether the language program
the only source of discontent. The fact should add, maintain or reduce the load
that there were no comments about of culture content being taught at this
how teachers in previous levels inclu- level. The instructor was asked if she
ded or did not include culture in their wanted to have the interview in English
classes intrigued the author because or Spanish, and since the researcher
he thought that the learners would was also Costa Rican, she decided to
write something about their experien- have the interview in Spanish.
ces learning culture in other courses. Similar to the data obtained from
This suggests that what they learned the learners’ surveys, the teacher’s in-
was not memorable enough or that terview revealed some misconceptions
they actually did not learn culture- about what teaching culture is. For
related information. It is worth men- example, at the beginning, she said
tioning that when the learners were that she does teach the cultural ele-
asked to complete the phrase “learning ments included in the textbook, but
about culture is…” in the questionnai- she stated that she normally does not
re, most of them agreed that culture go beyond that. Consequently, she only
had to do with different lifestyles, tra- covers the material the textbook tells
ditions, and beliefs and that culture her to teach. At some point during the
had an important role when learning interview, she was asked to explain
a language. However, one learner sta- about one the topics or activities that
ted that learning a language implied she has talked about/done to cover
learning a new world view, showing one of Moran’s cultural dimensions
Moran’s perception of what learning —not using technical words—. To this
culture is really about. she had no answer. A moment later,
the teacher said in the interview that
she does not teach culture beyond the
ELIZONDO. Analyzing Moran’s dimensions of culture... 363
book, a more in-depth study of the en- their teachers develop lesson plans that
tire book series would be necessary, would address cultural dimensions and
using Moran’s framework for studying culture learning outcomes explicitly that
the different dimensions of culture as would have already been concretely de-
the guiding principle. As 78% of the tailed in the course objectives.
learners stated, the teachers who work
for this program should make connec- 7. Limitations and Suggestions for
tions between language/content and Further Research
culture evident. Based on the question-
naire given, a vast majority of the lear- It is important to mention the
ners believe that their instructors are methodological limitations of this re-
not taking their time to teach culture search study. As previously indicated,
explicitly in class. That is why 76% of a limitation of this study is that for the
them said that this course should in- textbook report analysis, the writer
clude more cultural components. The only analyzed four units of the book
researcher recommends including in Four Corners 3. Also, only one group
each instructor’s evaluation a specific of learners from Level 8 was observed
item that would ask learners to say how and given a questionnaire. This offers
much teachers are making connections a very limited number of participants.
explicit between language and cultu- Hence, their experience cannot be
re. The syllabus of this course clearly taken as a representative sample of
establishes that one of its specific ob- the entire population of learners en-
jectives is to “appreciate cultural diffe- rolled in this language program. For
rences among English-speaking cultu- this reason, future research would be-
res and Costa Rica.” Although 71% of nefit from the use of a larger sample
the learners believe that this is being of participants and classes observed.
accomplished, the author has already At the same time, a thorough analysis
pointed out that the learners rate their of the entire book series can shed light
learning of cultural components in on how culture is presented explicitly
this program with a 6 out of 10. As in thought the entire book series.
the previous recommendation, the re- It would also be relevant to iden-
searcher suggests that this program’s tify the kind of formal instruction the
administrators include another item teachers of this program may have in
in the course evaluation, asking each terms of teaching culture. Adding a
learner to rate each instructor’s per- question that provides future resear-
formance in terms of how much they chers with this information may contri-
have helped learners achieve this spe- bute to understanding teachers’ peda-
cific course objective. Learners and tea- gogical practices in terms of fostering
chers alike might have the wrong idea or ignoring cultural elements. Equally
about what teaching/learning culture is important, future researches can inter-
about. In most of the cases, teachers be- view the administrators of this program
lieve that culture is an “extra feature” in to learn how important culture learning
their textbooks and because of this, the outcomes are in these conversational
researcher recommends the administra- courses and to determine the suitability
tors of this program to find ways to help of the culture-related course objectives
ELIZONDO. Analyzing Moran’s dimensions of culture... 365
throughout the 12 levels of this English Olive, J. (2014). Reflecting on the Ten-
conversational program. sions Between Emic and Etic Pers-
pectives in Life History Research:
Lessons Learned [35 paragraphs].
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366 Revista de Lenguas Modernas, N.° 28, 2018 / 343-371 / ISSN: 1659-1933
Appendixes
Other comments:
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El siguiente cuestionario está dirigido a los estudiantes del Nivel 8 del pro-
grama de Cursos de Conversación de la Universidad de Costa Rica. El propósito
es reunir insumos sobre la percepción de la importancia de la enseñanza de la
cultura en los cursos libres de inglés que ofrece la UCR en este nivel en específico.
La siguiente encuesta es total y completamente anónima. Asimismo, si considera
que no se siente en capacidad de contestar una pregunta o simplemente no se
siente a gusto con la información solicitada, puede dejar la respuesta en blanco.
Instrucciones. Para esta primera parte, por favor contestar las siguientes
preguntas con Sí o No.
Pregunta Sí No
2. ¿Se dan explicaciones sobre las diferencias culturales entre las culturas angloparlantes
y Costa Rica de una manera explícita?
4. ¿Se han dado explicaciones explícitas sobre cómo participar en ciertos contextos
sociales (fuera de la cultura costarricense)? Por ejemplo, ¿se han dado explicacio-
nes sobre “cómo y cuándo utilizar el lenguaje verbal y no verbal para felicitar a
algún conocido por haber tenido un bebé?
5. ¿Se han dado explicaciones explícitas sobre el porqué las personas angloparlan-
tes tienen ciertas creencias que los motivan a vivir su vida de una manera diferente
a la costarricense? Por ejemplo, ¿se ha explicado por qué los estadounidenses creen
en el “Sueño Americano”?
Para la segunda parte, les solicitamos contestar estas preguntas con toda la
información que puedan proveer. Sus respuestas enriquecerán tanto este curso
como el programa en sí.
¡Muchas gracias!
Instrucciones. Para esta primera parte, por favor contestar las siguientes
preguntas con Sí o No.
Pregunta Sí No
2. ¿Da explicaciones sobre las diferencias culturales entre las culturas angloparlan-
tes y Costa Rica de una manera explícita?
5. ¿Ha dado explicaciones explícitas sobre el porqué las personas angloparlantes tienen
ciertas creencias que los motivan a vivir su vida de una manera diferente a la costarricense?
Por ejemplo, ¿ha explicado por qué los estadounidenses creen en el “Sueño Americano”?
7. ¿Considera que se debería enseñar la cultura del idioma meta en una clase?
Para la segunda parte, les solicitamos contestar estas preguntas con toda la
información que puedan proveer. Sus respuestas enriquecerán tanto este curso
como el programa en sí.
¡Muchas gracias!
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