Culture has been defined and viewed in different ways. These differences are due to its involvement with various facets of human life. Some of these definitions and viewpoints are related to the process of teaching/learning a language and understanding the habits of the native speakers of the language. In this regard, many linguists consider it the fifth language skill alongside the other four traditional skills that help language learners to master the language better. This paper addresses this issue by exploring the perceptions of Kurdish EFL university students concerning the role of English culture in learning the language. The researcher attempts to achieve this aim by providing a theoretical background about culture and culture as the fifth language skill and utilizing a questionnaire to a sample of senior undergraduate students selected for this purpose. The findings of the study show that cultural awareness has an essential role in the process of English language learning. Hence, culture should always be integrated with the process because it is an inseparable part of language teaching/learning. Teaching culture is as crucial as teaching other aspects and skills of the language.
In recent years, the concept of edutainment has been introduced to the field of education. It is a blended word which has been formed from education and entertainment. The lion aim of this blending is to enhance the process of education through entertainment materials. The researchers have applied this concept to investigate students' tendencies to use various entertaining materials in their learning process at the University of Halabja\ department of English language for the academic year (2018-2019). The aim of this study is to expose the value and need of edutainment in the process of learning among these students. To achieve this goal, the researchers grounded a theoretical background about some diverged entertainment devices and their impacts on students' learning achievements. Then, formed an academic questionnaire to detect the scope of the use of entertainment sources by these students and the knock of them over their learning achievements. At the end, they analyzed and sieved the results of this questionnaire and concluded the study with their proper recommendations.
This paper is an attempt to deal with language learners’ beliefs. Researchers used Elaine Kolker Horwitz’s model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, “what are the beliefs of Kurdish EFL university students about learning English?”. The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations.
This paper is an attempt to deal with language learners’ beliefs. Researchers used Elaine Kolker Horwitz’s model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, “what are the beliefs of Kurdish EFL university students about learning English?”. The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations.
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