Chapter V : Teachers’ Interview Results and Analysis .

107

Chapter V : Teachers’ Interview Results and Analysis

Introduction………………………………………………………………………………………………………………….............108
V-1-Type of the Interview…………………………………………...……………………………………………....108
V-2- Aim of the Interview………………………………………..……………………………………………….…108
V-3- Interview Procedure…………………………………………...…………………………………….....................109
V-4-Description of the Interview………………………………...…………………………………….…….….109
V-5- Analysis of Teachers’ Responses………………………………...…………………………….….…...111
V-6- Discussion of the Finding……………………………………………….……………………......................116
Conclusion……………………………………………….…………………………………………….…………………..................117
Chapter V : Teachers’ Interview Results and Analysis . 108

Introduction
This chapter deals with the analysis of the results obtained from the
teachers’ interview. The participants were asked to answer seven open-ended
questions to elicit specific information of their perception of the role of culture
in EFL learning and teaching.
The responses to the open - ended questions of the interview and their
corresponding analysis will be presented in turns.

V.1. Type of the Interview

Broadly speaking, an interview can be described as, “the elicitation of data by
one person from another through person-to- person encounters ”(Nunan, 1992:231).
However, interviews come in many different forms, they range from
unstructured, semi-structured to structured interviews. The choice of a given
type is determined by the nature of the research and the degree of control the
interviewer wishes to exert (ibid).
The structured interview consists of a list of set questions in a predetermined
order prepared previously by the researcher.
In this study, the researcher has opted for a structured interview, as data
gathering tools. One of the main advantages of a structured interview is that
gives the interviewer a degree of power and control over the course of the
interview. Besides, misunderstanding, or lack of understanding, can be
immediately sorted out during the exchange of information. (M.J Wallace, 2001)

V.2. Aim of the Interview

The main aim of the interview was to provide the researcher with in-depth
understanding of the teachers’ perceptions of the role of culture in EFL classes.
The interview served also as a way to validate the teachers’ answers previously
stated in the questionnaire.
The combination of a questionnaire and interview can help the two tools
complement each other and enhance the possibility of obtaining both
Chapter V : Teachers’ Interview Results and Analysis . 109

quantitative and qualitative data. Questionnaires and interviews are thus often
used in complementary fashion. Questionnaires may be followed up for
in –depth interviews, so that ideas may be explored more thoroughly.
(M.J. Wallace, 2001).

V.3. Interview Procedure

The interview was piloted with two English teachers before conducting it
with the whole population the reason behind this is to have an idea about how
long it will take.
The interview was conducted during the period from the fourth to the fifth
June, 2007. In the teachers’ room at Soufi Abdelhafidh secondary school.(during
this period teachers were invigilating in BEM exam) . Each interview took an
average of 20 minutes teachers were free to speak their minds, they were also
free to use French or Arabic in case they felt “out of words” in English.
During the interview, both the researcher and the respondents had the
opportunity to ask for further information so as to ensure a full understanding
and clear description.
The fact of using a structured interview helped the researcher in taking notes.
This was just us filling in a questionnaire.

V.4. Description of the Interview

A total of six teachers were asked to answer seven open-ended questions
related to their perception of the role of culture in EFL learning/teaching .The
interview was conducted with only six teachers because one of the teachers had
apologized for not taking part in the interview due to personal reasons.
Question One, “ How much importance do you attach to teaching culture
compared to teaching grammar, vocabulary, and the four skills? Why ?” This
question is used to know the importance attributed to teaching culture by
teachers compared to other aspects of the language teaching in the class.
Question Two, “ What cultural knowledge do you pass to your learners
besides the one included in the textbook ? ”
Chapter V : Teachers’ Interview Results and Analysis . 110

It was asked to know other ways (if any) used by teachers to help students to
know and understand the foreign culture.

Question Three, “When teaching elements of the target culture, do you

relate the topic to the learners’ culture ? for what purpose ? ”
It was asked to know the teachers degree of reference to the learners own culture and
their encouragement of intercultural understanding.

Question Four, “What are your learners’ reactions towards the target
culture? ”
It was used to know students attitudes towards the foreign culture.

Question Five, “Which aspects of the target culture do you consider most
important in teaching a foreign language ? why ?”
This question was intended to know the topics /aspects of the foreign culture
that teachers attribute more importance.

Question Six, “Do you feel that you have been ‘taught’ enough about
English language culture in your English graduation classes ? .This question was
asked to know the teachers foreign language cultural repertoire.

Question Seven, “Do you feel the foreign culture as threatening ? ”

was asked to know teachers' attitudes towards the foreign culture 's impact on
their students.
Chapter V : Teachers’ Interview Results and Analysis . 111

V.5. Analysis of Teachers’ Responses

Question One, “How much importance do you attach to the teaching of

culture compared to teaching grammar, vocabulary, and the four skills ? Why?”.
Generally, the answers to this question express two different views
towards the importance of culture teaching compared to grammar, vocabulary
and the four skills.
Responses were divided between those who think that teaching culture is
less important than grammar, vocabulary and the four skills. And those who
think it is equally important to teach culture as to teach grammar, vocabulary,
and the four skills.
Teachers gave their arguments as far as their views are concerned. Most of the
respondents gave more importance to teach grammar, vocabulary, and the four
skills since they are essential for developing the students’ linguistic level and
they are currently tested in exams.
As one of the respondents says, “ in my view students at this level are
expected to master the linguistic tools that would enable them pass their tests
and exams”.
Another teacher reveals, “due to time constraints and the over loaded
curriculum, I find myself unconsciously giving more importance to other aspects
than culture”.
Another teacher believes that it is difficult to transmit the target culture since
s/he is not a native speaker.
Another teacher further adds by saying, “the students’ limited knowledge of
grammar and vocabulary leads me to give them more importance compared to
culture ”.
On the other hand, several explanations were given on why the teaching of
culture should be given an equal importance as other skills.
Chapter V : Teachers’ Interview Results and Analysis . 112

One teacher said, “language is all the time associated with its culture one can
not deny the importance of including cultural elements in English lessons to
enable students to communicate appropriately and to foster attitudes of curiosity,
openness and tolerance towards other cultures .”
Another teacher shares the same opinion by saying , “personally, I believe in
the strong relationship between the language and its culture and the impact this
has on classroom motivation as well as creating interest among learners. I
noticed this through my experience when incorporating some culture related
activities such as games, songs, and fairy tales.”
On the whole, the impression given by those teachers who attached
equal importance to culture teaching is that this is theoretically speaking than
what they actually do in practice during English classes.
These teachers think well of the importance of culture, but do not
systematically teach it in the same way that they teach grammar, vocabulary,
and the four skills this is due to number of reasons such as the overloaded
curriculum, the time allocated and the students language deficiency.

Question Two, “ What cultural knowledge do you pass to your learners

besides the one included in the textbook ? ”

Without any surprise, almost unanimously, the respondents declared not using
any extra-sources. They are limited by the cultural content included in the
textbook.
This was said explicitly by some teachers:
“It’s quite interesting to know about the culture associated to the language we
teach . However, I limit myself to the cultural information included in the
students textbook. I don’t have time to check extra-sources . ”
Nevertheless, teachers recognize the usefulness of extra-sources such as the
internet, watching TV programmes, reading newspapers or magazines from the
English speaking countries.
Chapter V : Teachers’ Interview Results and Analysis . 113

Teachers commented that they sometimes create opportunities for learners to

understand the English language culture such as :
- Asking students to compare an aspect of their own culture with the same in
the foreign language culture.
- Asking students to describe an aspect of their own culture in the foreign
language.
- Asking students to think what it would be like to live a foreign culture.
- Asking students to think about the image which the media promote of the
foreign country.
One teacher adds , “ I often comment on the way in which the foreign or
native culture is presented in the material I’ m using and I add further
information about the topic if I have ”.

Question Three , “When teaching elements of the target culture, do you

relate the topic to the learners’ culture ? for what purpose ? ”

When asked about relating cultural topics from the target culture to the
students own culture, most of the teachers admitted that they make such
reference frequently, often stimulated by the students’ questions .Teachers gave
examples of proverbs and their corresponding alternatives.
Some respondents point out that once students recognize the cultural element in
target language and its corresponding alternative in their own culture this will
raise their awareness about cultural differences existing between both cultures
and help them understand better.
One teacher says, “a good knowledge of both cultures will help learners to
raise their awareness towards cultural differences. ”
On the other hand, teachers find that it is not always necessary to relate all
cultural topics to the students own.
Chapter V : Teachers’ Interview Results and Analysis . 114

Question Four, “What are your learners’ reactions towards the target
culture? ”

On the whole, teachers’ responses to this question reveal that students are
largely unaware of the differences and distinctions between their own culture
and that of the foreign language.
This does not put aside the fact that students are motivated and interested to
learn more about English speaking countries culture. Their positive attitude may
be due to the ideas or images they got from the media (TV channels, moves,
the Internet… ).
According to one teacher students often ask him about some cultural topics
they watch on TV or famous expressions they hear in songs and this would
challenge the teacher in some cases.

Question Five, “Which aspects of the target culture do you consider

most important in teaching a foreign language ? why ?”

The responses given by the teachers allowed to draw a summery about given
topics that seem to be of interest to both teachers and students . According to
teachers different aspects of culture have their importance and the students
should have opportunities to know about them. Aspects cited by teachers can
be classified into two broad categories :
First , topics related to civilisation / big ‘C’ culture such as traditions and
customs, history , geography and literature.
Second, topics related to small ‘c’ culture and certain language behaviour such
as: social rules and behaviour, politeness and good manners, formal/ informal
language, non-verbal behaviour.
On the whole, teachers stressed the importance of sociolinguistic
knowledge on developing the students communicative competence . Some
teachers claimed that: “students’ sociolinguistic knowledge is too limited. I think
students should have opportunities to know useful phases expressing how to
Chapter V : Teachers’ Interview Results and Analysis . 115

make a polite request or offer, how to greet someone formally/informally, how

to say when somebody sneezes , how to express gratitude verbally and non
verbally.”
Nevertheless, the time allocated and the overloaded curriculum does not allow
to address every thing.

Question Six, “Do you think that you have been ‘taught’ enough about
English language culture in your English graduation classes ? .

Teachers have criticised unanimously their university courses especially British

and American civilisation and literature for teaching them a knowledge that was
of little interest to them as well as to the learner .
Teachers seemed to be dissatisfied of the kind of knowledge given for them
during their graduation.
They said these courses lack the pragmatic knowledge thus, they don’t provide
useful information for real-life situations. As one of the teachers concludes, “ in
my opinion teaching culture requires a considerable training as well as material,
in addition to the strategies adequate for presentation of culture related activities.
This could be achieved only through pre-service and in-service training ”.

Question Seven, “Do you feel the foreign culture as threatening ? ”

Generally, the answers to this question are divided into two views, some
teachers think that the learning of culture helps students to overcome cultural
differences, it also helps to build a spirit of openness and tolerance towards
other cultures among students.
On the contrary some teachers expressed their fear of cultural invasion which
threatens the students’ own cultural identity.
Chapter V : Teachers’ Interview Results and Analysis . 116

V.6. Discussion of the Findings

The teachers’ interview was conducted with two main aims:
Firstly, to get deeper insight into the teachers perceptions of the role of
teaching English language culture on the basis of the textbook.
Secondly, to complement and confirm the results stated previously in the
questionnaire.
The analysis of the responses to the interview, supplied by teachers of
English at Kais Secondary Schools allowed to draw certain conclusions:
- Although, most of teachers revealed not emphasing on cultural input in their
lessons compared to grammar, vocabulary, and the four skills, almost the
majority of them recognized the important role of culture for communication in
a foreign language, hence, recognized the significance of integrating cultural
issues in EFL classes.
- Teachers make certain emphasis on small ‘c’ culture issues related to students
sociolinguistic competence.
- Nevertheless, the impression given by teachers is that this is theoretically
speaking. What is actually going on in their classes is mainly based on
teaching grammar, vocabulary, and the four skills.
The interview brought out the importance of providing teachers with the
necessary material and adequate training for presenting culture related activities.
Hence, the importance of pre-service and in-service training is also stressed.
This was clearly understood by the teachers dissatisfaction of the kind of
information they got during their university courses.
Chapter V : Teachers’ Interview Results and Analysis . 117

Conclusion

To conclude this chapter, two points worth mentioning; first the interview
fulfilled its aim in providing further insight into teacher’s views about the
situation of culture teaching at the secondary school. Their responses
complemented the ones obtained via the questionnaire. Second, teachers revealed
that teaching culture is limited due to a host of reasons among which are:
The overloaded curriculum, lack of time, lack of adequate training, fear of not
knowing enough about the target culture and unavailability of didactic aids and
material.
Consequently, a confirmation of the hypothesis is obtained via teachers’
responses.