Including Target Culture in EFL Texts in the Intermediate Stage in Saudi Arabia: Teachers' and Learners' Perspectives and Attitudes in Al-Baha Province

Abstract

When we learn our mother tongue, language and culture develop hand in hand. However, this is not the case with foreign language learning because learners have been already socialized in their own culture. When students begin to learn a foreign language, they undergo a substantive degree of conflict, a misfit between the culture-specific aspects of cognition and the native language system (Widdowson,1990). They start to learn the rules and vocabulary of the language but cultural unawareness misleads them in the course of language use. We cannot isolate culture in language teaching and learning. Therefore, this thesis investigates the case of teaching English accompanied by its own culture in Saudi context exemplified in English as a foreign language (EFL) teachers and students at intermediate schools in Al-Baha city. In this study, some possible definitions of culture are given, the relationship between culture and language is viewed, how to teach culture in English language classes, the most important aspects of culture to be taught, and the activities and resources used to increase students' cultural awareness from the viewpoint of the teachers and students are discussed. To investigate the attitudes and perspectives of the English teachers and learners in Al-Baha city at the intermediate stage, two questionnaires were used to collect information; one for the teachers and another for the students. The study proves that both teachers and learners find it is important to teach English accompanied by its culture. They agree on the limitation of cultural content offered in EFL classes in Saudi schools. They also view that some aspects of culture are more important to be included in EFL classes than other aspects. The participants also agree that some activities and resources are more helpful than others in offering cultural content in EFL classes. Recommendations are offered concerning the inclusion of culture in EFL classes in Saudi Arabia. This study stands as a model that proves and emphasizes the significance of culture as an important part in learning a second language