Abstract
This study explores the inseparable entities of language and culture. Mastering the cultural element is crucial in the EFL/ESL language learning process. Furthermore, the study investigates the role of culture in the EFL/ESL curriculum since the 1980s. The paper examines the integration of culture into the ESL/ EFL classrooms in Pakistan. Most Pakistani EFL classrooms continue to simply focus on the grammar-translation approach, where students have to memorize significant and non-significant grammar points and then do dozens of exercises drilling the newly learned grammatical form(s). The foundation for teaching culture language learning include the 5 Cs, the Five Dimensions of Culture, language learning authentic materials, and the Cultural Experiential Learning Cycle. Through experiencing role-playing situations and distinguishing similarities and differences between cultures, students are culturally prepared with appropriate behaviors and responses when they encounter a similar situation in the target culture. The recommendations provided should enable Pakistani educators and administrators to effectively integrate culture into EFL curricula. This Paper explores the incorporation of culture in the context of Pakistani language learning environments. It also investigates strategies and techniques that make the language learning process productive, so that Pakistani educators can incorporate them within their classrooms.
Highlights
Conventional Pakistani EFL (English Foreign Language) classrooms employ a grammar-translation approach, in which students are required to memorize significant and non-significant grammar points in the target language
The recommendations provided should enable Pakistani educators and administrators to effectively integrate culture into EFL curricula. This Paper explores the incorporation of culture in the context of Pakistani language learning environments
The sequence of the cultural experiential learning cycle can provide students with accurate information of “a particular kind of culture learning,” where a teacher assumes different roles in order to help students acquire cultural awareness based on their own preferences
Summary
Conventional Pakistani EFL (English Foreign Language) classrooms employ a grammar-translation approach, in which students are required to memorize significant and non-significant grammar points in the target language. Students are reluctant to speak up and natural classroom interaction is kept to a minimum Further hampering these students is a lack of familiarity with the target host culture that inhibits their efforts at blending in and, often results in misunderstanding the behaviors and life-style of the target culture. This lack of awareness regarding appropriate social conduct results in an inability to effectively navigate in their new environment. The continued frustration and negative experiences can even give rise to an aversion for the target culture These problems are grounded in the failure to teach cultural communication skills in the classroom. English and real world English in a natural way and increase their motivation and confidence ijel.ccsenet.org
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