The Impact of Integrating the Algerian Native Culture in EFL Classes on Students’ Motivation

Abstract

This dissertation aims at investigating learners’ and teachers attitudes towards the incorporation of the Algerian 'native' culture in foreign language classes. This study, also, aims at examining the relationship between the incorporation of Algerian 'native' culture in language classes and students motivation, manifested as participation. Moreover, this study attempts to investigate teachers’ practices for teaching culture in English classes, particularly, how teachers deal with teaching Algerian culture and how they perceive their students’ reactions toward its integration. The present research work is built upon the following hypothesis: incorporating the Algerian 'native' culture can be a motivational factor for students to participate in the classroom. Based on this hypothesis, data is collected by means of two questionnaires, designed to both teachers and learners. The teachers’ questionnaire aims at revealing their perceptions towards culture and culture teaching as well as the different techniques used in dealing with cultural issues in language classes. The second questionnaire which is administered to 121 third year LMD students among 270 students in order to diagnose students’ understanding of the term culture besides their awareness of the importance of its incorporation in language classroom. In addition to this, this questionnaire aimed to investigate the students' attitudes and reactions towards the Algerian 'native' culture integration in foreign language classes. The results obtained revealed that culture is seen as an important element in foreign language classes on the basis that it is considered as an essential variable for learning a language. Moreover, the results revealed that there is an awareness and appreciation of the native culture in English classes. Teachers and students perceive that the integration of native culture should be put on equal footing with that foreign culture teaching due to its potential role in motivating learners.