2014 IJRSLL – Volume 3 Issue 3
Urmia University, Iran (email@example.com)
Tamimi Sa’d, Seyyed Hatam
Urmia University, Iran (Shtamimi90@gmail.com)
The current study aimed at delving into EFL teachers’ perspectives towards culture and the different sources and procedures of teaching it in the classroom with a focus on the qualifications of the teachers. The participants consisted of 95 Iranian language teachers. For the purposes of this study, the participants were divided into three qualification groups: MA in English, English Students of MA and Other. To explore the participants’ perspectives on the issue of culture in ELT, the researchers used a questionnaire. One-way ANOVA indicated: a) significant differences between the groups of MA holders and other groups with regard to the teachers’ use of various materials in teaching culture; b) no significant differences among the participant groups regarding the importance of integrating culture in language pedagogy, the frequency of discussing culture in EFL classes, the teachers’ perceptions of the effect of culture on the learners’ motivation, and the aspects emphasized by teachers in teaching culture; and c) significant differences among MA holders and other groups in their emphasis on the United States as their focus of attention when teaching culture. The results indicated that the teachers’ qualifications might not be an influential factor in determining their perspectives on the issue of culture in language teaching.
Keywords: second/foreign language teaching; L2 Motivational Self System; Iranian high schools; case study