Abstract
This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.
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