Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

Abstract

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

The Development of a Language-and-Culture Course Incorporating Intercultural Teaching Materials in the Tunisian Higher Education EFL Context: Challenges and Opportunities

“…As far as the Tunisian EFL context is concerned, the present study builds on data reported in a previous work by the author on the learning context and learner needs of the research site (Smaoui, 2020) and in previous studies on the intercultural dimension in the Tunisian EFL context (Hermessi, 2016(Hermessi, , 2017Rahal, 2017;Abid, 2018;Abid & Moalla, 2020;Arfi & Hannachi, 2016;Horchani & Hosni, 2012;Mason, 2010). Smaoui (2020) used informal group discussions, semi-structured interviews and questionnaires among student and teacher participants from a Tunisian higher education EFL institute and reported that both the teachers and student respondents were predisposed to the introduction of the intercultural dimension to EFL education.…”

“…However, and to the author's knowledge, no studies have so far been performed to explore intercultural course and materials development in the Tunisian EFL context. The studies currently available dealt with teacher and learner cognition and attitudes (Hermessi, 2016;Rahal, 2017); the place of culture in Tunisian EFL textbooks (Abid, 2018;Abid & Moalla, 2020;Hermessi, 2017), and the effects of teaching materials (TM) on students' IC learning (Arfi & Hanna-chi, 2016;Horchani & Hosni, 2012;Mason, 2010). Of particular interest, although teaching materials (TM) have often been reported to play a promising inductive role in the learning process, little data is currently available on this issue in the Tunisian higher education EFL context (Smaoui, 2020).…”