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master's thesis
The Importance of Teaching Culture in the Foreign Language Classroom
2016. urn:nbn:hr:142:727491
Brdarić, Helena
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

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Brdarić, H. (2016). The Importance of Teaching Culture in the Foreign Language Classroom (Master's thesis). Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:727491

Brdarić, Helena. "The Importance of Teaching Culture in the Foreign Language Classroom." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:727491

Brdarić, Helena. "The Importance of Teaching Culture in the Foreign Language Classroom." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:727491

Brdarić, H. (2016). 'The Importance of Teaching Culture in the Foreign Language Classroom', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 29 March 2023, https://urn.nsk.hr/urn:nbn:hr:142:727491

Brdarić H. The Importance of Teaching Culture in the Foreign Language Classroom [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2016 [cited 2023 March 29] Available at: https://urn.nsk.hr/urn:nbn:hr:142:727491

H. Brdarić, "The Importance of Teaching Culture in the Foreign Language Classroom", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:142:727491

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Metadata
TitleThe Importance of Teaching Culture in the Foreign Language Classroom
Title (english)Značaj kulture u nastavi stranih jezika
AuthorHelena Brdarić
MentorJadranka Zlomislić (mentor)
MentorDraženka Molnar (sumentor)
Committee memberVišnja Pavičić Takač (predsjednik povjerenstva)
Committee memberJadranka Zlomislić (član povjerenstva)
Committee memberDraženka Molnar (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2016-07-01, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
Teaching culture should be an essential part of teaching English as a foreign language because one of the main aims of teaching a foreign language is intercultural communicative competence (ICC). The purpose of this paper is to explore the relationship between language and culture and to determine to what extent culture is incorporated into the Croatian National Curriculum at the secondary school level and the EFL classroom. In order to ascertain the degree to which textbooks comply with the Croatian National Curriculum and the topics prescribed by the grammar and the four-year vocational schools curricula, the textbook analysis focuses on the cultural content in three textbooks used in Croatian secondary schools. The questionnaire study investigates the views of teachers of English on ICC in language teaching and verifies whether their teaching is in compliance with the Croatian National Curriculum. The results show that the examined textbooks generally adhere to the prescribed demands. Also, the analyzed answers from the questionnaire study show that the interviewed teachers are aware of the significance of ICC in foreign language teaching and that they incorporate culture into their teaching. However, the outcomes of the Croatian National Curriculum, which deal with culture, are still not incorporated into the operational plans of the secondary schools. Considering the overall results of the conducted study, it can be concluded that EFL teachers recognise the significance of culture in foreign language teaching but there is still no complete coherence of the outcomes given in the Croatian National Curriculum and what teachers actually promote in their school practice.
Abstract (croatian)
Podučavanje kulture trebalo bi biti suštinski dio podučavanja engleskog kao stranog jezika jer je interkulturalna komunikacijska kompetencija (ICC) jedan od osnovnih ciljeva podučavanja stranog jezika. Da bi se u potpunosti postiglo usvajanje stranog jezika, nužno je uključiti kulturu u podučavanje engleskog kao stranog jezika. Cilj ovoga rada je istražiti vezu između jezika i kulture i odrediti do koje je mjere kultura uključena u Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje (NOK) na razini srednjoškolskog obrazovanja te u podučavanje engleskog kao stranog jezika. Da bi se odredilo koliko su udžbenici u skladu s NOK-om i temama propisanim u nastavnim programima za strani jezik u gimnazijama i četverogodišnjim strukovnim školama, analiza udžbenika usredotočena je na kulturni sadržaj triju udžbenika koji se koriste u hrvatskim srednjim školama. Anketno istraživanje analizira mišljenja nastavnika engleskog jezika o ICC-u u podučavanju jezika i ističe do koje je mjere nastavna praksa u skladu s NOK-om. Rezultati pokazuju da su udžbenici u većoj mjeri u skladu s propisanim zahtjevima. Također, odgovori iz anketa pokazuju da su ispitani nastavnici svjesni važnosti ICC-a te da uključuju kulturu u podučavanje. Međutim, ishodi propisani u NOK-u, a koji se tiču kulture, još uvijek nisu uključeni u operativne planove srednjih škola. S obzirom na rezultate dobivene u istraživanjima, može se zaključiti da nastavnici smatraju da je kultura značajan dio podučavanja engleskog kao stranog jezika u Hrvatskoj, ali još uvijek izostaje podudaranje između ishoda propisanih u NOK-u, kulturnog sadržaja u udžbenicima te onoga što nastavnici zaista promiču u školskoj praksi.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:142:727491
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra engleskog jezika i književnosti (magistar/magistra engleskog jezika i književnosti)
Study programmeTitle: Philosophy (double major); specializations in: Teacher Training
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije filozofije (magistar/magistra edukacije filozofije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2016-07-15 08:51:15