رویکرد مدرسان و دانشجویان درس زبان عمومی نسبت به موضوع فرهنگ زبان انگلیسی

ﺗﺪرﯾﺲ ﻓﺮﻫﻨﮓ در آﻣﻮزش زﺑﺎن اﻧﮕﻠﯿﺴﯽ، ﻣﺴﺎﻟﻪ ای ﻫﺴﺖ ﮐﻪ ﻫﻤﻮاره ﻣﻮرد ﺑﺤﺚ ﺑﻮده اﺳﺖ. ﻫﻤﺰﻣﺎن ﺑﺎ ﭘﯿﺸﺮﻓﺖ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ زﺑﺎن در اواﺧﺮ دﻫﻪ ﺷﺼﺖ، ﺟﻨﺒﻪ ﻓﺮﻫﻨﮕﯽ آﻣﻮزش زﺑﺎن ﻧﯿﺰ ﺑﺮﺟﺴﺘﻪ ﺷﺪ و دﯾﺪﮔﺎه ﻫﺎی ﻣﺘﻌﺪدی در زﻣﯿﻨﻪ ﺗﺪرﯾﺲ ﻓﺮﻫﻨﮓ در آﻣﻮزش زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﻣﻄﺮح ﮔﺮدﯾﺪ. ﺑﺎ وﺟﻮد اﻧﺠﺎم ﻣﻄﺎﻟﻌﺎت ﻣﺨﺘﻠﻒ در ﺧﺼﻮص ﺟﺎﯾﮕﺎه ﻓﺮﻫﻨﮓ زﺑﺎن اﻧﮕﻠﯿﺴﯽ در ﻣﺤﺘﻮا و ﺗﺪرﯾﺲ زﺑﺎن در آﻣﻮزﺷﮕﺎﻫﻬﺎی ﻣﺨﺘﻠﻒ، ﺑﻪ ﻧﻈﺮ ﻣﯽ رﺳﺪ، اﯾﻦ ﻣﻬﻢ ﺗﺎﮐﻨﻮن در ﮐﻼﺳﻬﺎی درس زﺑﺎن ﻋﻤﻮﻣﯽ در داﻧﺸﮕﺎﻫﻬﺎ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﻧﮕﺮﻓﺘﻪ اﺳﺖ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﺑﺮرﺳﯽ روﯾﮑﺮد ﻣﺪرﺳﺎن و داﻧﺸﺠﻮﯾﺎن ﻧﺴﺒﺖ ﺑﻪ ﻣﻮﺿﻮع ﻓﺮﻫﻨﮓ و ﺗﺪرﯾﺲ و ﯾﺎدﮔﯿﺮی آن در ﮐﻼس ﻫﺎی واﺣﺪ درﺳﯽ زﺑﺎن ﻋﻤﻮﻣﯽ ﭘﺮداﺧﺘﻪ اﺳﺖ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر، ﺷﺶ ﻣﺪرس زﺑﺎن اﻧﮕﻠﯿﺴﯽ و ده ﻧﻔﺮ از داﻧﺸﺠﻮﯾﺎﻧﯽ ﮐﻪ واﺣﺪ درﺳﯽ زﺑﺎن ﻋﻤﻮﻣﯽ را ﮔﺬراﻧﺪه ﺑﻮدﻧﺪ، ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺑﺮای رﺳﯿﺪن ﺑﻪ ﻫﺪف ﭘﮋوﻫﺶ، از روش ﺗﺤﻘﯿﻖ ﮐﯿﻔﯽ اﺳﺘﻔﺎده ﺷﺪ و داده ﻫﺎ از ﻃﺮﯾﻖ ﻣﺼﺎﺣﺒﻪ ﻫﺎی ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎر ﯾﺎﻓﺘﻪ ﺑﺎ ﻣﺪرﺳﺎن و داﻧﺸﺠﻮﯾﺎن ﺟﻤﻊ آوری ﺷﺪﻧﺪ و از ﻃﺮﯾﻖ روش ﺗﺤﻠﯿﻞ ﺗﻤﺎﺗﯿﮏ ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن ﻣﯿﺪﻫﺪ ﮐﻪ روﯾﮑﺮدﻫﺎی ﻣﻮاﻓﻖ و ﻣﺨﺎﻟﻒ ﺑﺎ ﺗﺪرﯾﺲ ﻓﺮﻫﻨﮓ و ﯾﺎدﮔﯿﺮی آن در ﮐﻼس ﻫﺎی زﺑﺎن ﻋﻤﻮﻣﯽ در ﻣﯿﺎن ﻣﺪرﺳﺎن رﯾﺸﻪ در ﺗﻌﺮﯾﻒ و ﻧﮕﺮش آﻧﻬﺎ ﻧﺴﺒﺖ ﺑﻪ ﻣﻘﻮﻟﻪ ﻓﺮﻫﻨﮓ دارد. ﻋﻮاﻣﻞ ﻣﺘﻌﺪدی ﻧﻈﯿﺮ اﻋﺘﻘﺎدات ﻣﺬﻫﺒﯽ، ﺗﺎﺛﯿﺮ رﺳﺎﻧﻪ ﻫﺎ و ﺷﺒﮑﻪ ﻫﺎی اﺟﺘﻤﺎﻋﯽ، و واﺑﺴﺘﮕﯽ ﺑﻪ ﻓﺮﻫﻨﮓ و زﺑﺎن ﻣﺎدری از ﻋﻮاﻣﻞ ﺗﺎﺛﯿﺮﮔﺰار ﺑﺮ روﯾﮑﺮد داﻧﺸﺠﻮﯾﺎن ﻧﺴﺒﺖ ﺑﻪ ﻣﻘﻮﻟﻪ ﺗﺪرﯾﺲ و ﯾﺎدﮔﯿﺮی ﻓﺮﻫﻨﮓ در ﮐﻼس ﻫﺎی زﺑﺎن ﻋﻤﻮﻣﯽ ﺑﻪ ﺷﻤﺎر ﻣﯽ رود. ﯾﺎﻓﺘﻪ ﻫﺎی اﯾﻦ ﭘﮋوﻫﺶ ﻣﯿﺘﻮاﻧﺪ ﺑﻪ درک ﻋﻤﯿﻖ ﺗﺮ ﻧﺴﺒﺖ ﺑﻪ ﻣﺴﺎﻟﻪ ﺗﺪرﯾﺲ ﯾﺎ ﻋﺪم ﺗﺪرﯾﺲ ﻓﺮﻫﻨﮓ در آﻣﻮزش زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﮐﻤﮏ ﮐﻨﺪ.

the approach of university professors and students of general english language courses towards english culture

teaching culture in english language instruction is an issue that has long been debated. the cultural component of language gained importance in 1960s when the sociology of language was developed; hence, varied perspectives were presented regarding the topic of teaching culture in english language instruction. despite a number of research on the role that english language culture plays in curriculum and language instruction in various educational settings, it appears that the existing discussions have ignored the primacy of this issue in general english language classes offered to undergraduate university students. the current study looked into how instructors and students approached the subject of culture in general english language courses. for this purpose, ten students who successfully completed their general english language course and six course instructors were sampled. a qualitative research approach was adopted; all participants attended semi-structured interview sessions. thematic analysis of the interview transcripts demonstrated that the instructors’ arguments for and against teaching culture in general language classrooms are based on how they define and view the concept of culture. on the other hand, it was found that the students’ attitudes towards dealing with culture in general english language classes are influenced by a number of factors, including their religious convictions, the impact of media and social networks, and their reliance on culture and mother tongue. the results of this study can help policy makers and instructors figure out whether to teach or not to teach culture in english language classes.