Analyzing Moran's dimensions of culture in an English conversational course at UCR

Abstract

Understanding the source of cultural differences contributes to effective communication when working across cultures. EFL learners must build intercultural skills not only for improving their communication skills, but also for satisfying their future work demands. This mixed methods research study examines EFL learners as users of English in multicul-tural environments in a conversational course at the University of Costa Rica. A book analysis, a questionnaire, and an interview were used to collect data about the number and importance of culture-related activities found in the textbook used, about the instructor and learners' level of cultural awareness, and about their degree of satisfaction in terms of teaching and learning about culture to determine if the culture-related course objectives are being met. The results reflect that Moran's dimensions of culture are not being explicitly taught, that learners may have difficulties explaining what learning culture is about, and that their overall satisfaction can be rated with a 6 out of 10. The conclusion can also be drawn that the learners' general dissatisfaction may have to do with the fact they are not exposed to cultural learning outcomes explicitly. Following an analysis of the research results, some recommendations for teaching culture will also be presented.

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Revista de Lenguas ModeRnas, N.° 28, 2018 / 343-371 / ISSN: 1659-1933
Recepción: 7-10-15 Aceptación: 9-12-15
Abstract
Understanding the source of cultural differences contributes to effective
communication when working across cultures. EFL learners must build
intercultural skills not only for improving their communication skills,
but also for satisfying their future work demands. This mixed methods
research study examines EFL learners as users of English in multicul-
tural environments in a conversational course at the University of Costa
Rica. A book analysis, a questionnaire, and an interview were used to col-
lect data about the number and importance of culture-related activities
found in the textbook used, about the instructor and learners’ level of cul-
tural awareness, and about their degree of satisfaction in terms of teach-
ing and learning about culture to determine if the culture-related course
objectives are being met. The results reect that Moran’s dimensions of
culture are not being explicitly taught, that learners may have difcul-
ties explaining what learning culture is about, and that their overall sat-
isfaction can be rated with a 6 out of 10. The conclusion can also be drawn
that the learners’ general dissatisfaction may have to do with the fact
they are not exposed to cultural learning outcomes explicitly. Following
an analysis of the research results, some recommendations for teaching
culture will also be presented.
Key words: Moran’s dimensions of culture, cultural awareness, teach-
ing culture, language syllabuses
Analyzing Moran’s dimensions of culture in an
english conversational course at UCR
José Fabián Elizondo GonzálEz
Escuela de Lenguas Modernas
Universidad de Costa Rica

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344
Resumen
Entender el origen de las diferencias culturales contribuye a tener una comunicación
intercultural ecaz. Los estudiantes de inglés como lengua extranjera deben desarro-
llar este tipo de comunicación no solo para mejorar sus habilidades a la hora de hablar,
sino también para satisfacer las futuras exigencias laborales. Este estudio se realizó en
un curso de inglés conversacional en la Universidad de Costa Rica. Para recolectar los
datos se analizó el libro de texto utilizado y se pasó un cuestionario a los estudiantes;
asimismo, se entrevistó al docente con el n de obtener información sobre la cantidad e
importancia de las actividades relacionadas con cultura que contenía el libro, sobre el
nivel de conciencia social del docente y los estudiantes, y sobre el nivel de satisfacción de
estos participantes en cuestiones de enseñar y aprender sobre cultura, con el propósito
de determinar si los objetivos del curso relacionados con cultura se estaban cumpliendo.
Los resultados evidencian que las dimensiones culturales propuestas por Moran no se
están enseñando explícitamente, que los estudiantes tienden a tener dicultades para
explicar qué es aprender sobre cultura y que su satisfacción en términos del aprendizaje
sobre culturas se puede evaluar con una calicación de 6 de 10. La conclusión es que el
grado de insatisfacción puede darse por la falta de carácter explícito de los resultados de
aprendizaje de temas culturales. Seguidas de un análisis de los resultados, se presenta-
rán algunas recomendaciones para la enseñanza de temas relacionados con la cultura.
Palabras claves: dimensiones culturales según Moran, consciencia social, enseñanza de
cultura, programas de cursos de idiomas
1. Introduction
Teaching culture has been
understood by many English
instructors as showing lear-
ners what people wear during winter
in the US or explaining what a typi-
cal breakfast is like in a foreign cou-
ntry. Nonetheless, teaching culture
goes beyond that. Moran (2001), Hall
(1989), and Hofstede, Hofstede and
Minkov (2001) propose highly distincti-
ve theories and approaches to teaching
and learning about culture in a way
that it would not be seen as merely
additional information in a language
program. When looking for sources
about how EFL teachers are studying
the impact that teaching culture can
have in their classrooms, only one
entry, a licenciatura thesis, could be
found at the library of the University
of Costa Rica. That may indicate that,
somehow, program administrators, as
well as teachers, at the University of
Costa Rica have believed for many
years that culture has been part of
their programs, at least implicitly.
Nonetheless, because of this, cour-
se programs may not include explicit
approaches to teaching culture. Many
of the culture-related units or lessons
in the textbooks used to teach English
do not explicitly teach culture, and
when they do, they commonly refer to
surface-level information. As a result,
this specific conversational course may
or may not be facing a clear absence of
cultural components that would result
in weak cultural outcomes that are not

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345
addressing the different culture-related
course objectives as well as expected;
this is a weakness that could be solved
by teaching culture explicitly making
use of Moran’s dimensions of culture.
2. Review of the Literature
2.1 Teaching Culture
Some language instructors and pro-
gram administrators believe that cul-
ture can be regarded as a “plus” when
teaching language macro skills, while
others consider culture as the core ele-
ment to be taught in class, inasmuch
as speakers’ linguistic choices will be
determined based on what is appro-
priate or not in a certain context, which
is culturally-bound. As Moran (2001)
explains it, “language, therefore, is a
window to the culture” (p. 35). In other
words, individuals need language to be
able to manipulate cultural products
and to participate successfully in cul-
tural practices and, in turn, need to
know how a specic culture works to
use a foreign language correctly. As
Scarcella and Oxford (1992) noted,
language is a “vehicle for explaining
or expressing culture” (p. 183). Thus,
one could say that “it is becoming in-
creasingly apparent that the study
of language cannot be divorced from
the study of culture, and vice versa”
(Seelye, 1993, p. 22). This can be achie-
ved if instructors develop activities in
class that would “encourage [learners]
to go beyond fact, so that they begin
to perceive and experience vicariously
the deeper levels of the culture of the
speakers of the language (Rivers, 1981,
pp. 324-5)." In the same fashion, Seelye
explains that: "learning a language in
isolation of its cultural roots prevents
one from becoming socialized into its
contextual use. Knowledge of linguis-
tic structure alone does not carry with
it any special insight into the political,
social, religious, or economic system
(1993, p. 10)." Consequently, entering
lightly into the world of teaching and
learning languages without taking into
consideration their intrinsic nexus to
culture may hinder language learners
from understanding and experiencing
paramount features of it.
Another issue related to teaching
culture is about who is in charge of
teaching culture and how this could
be achieved. Kramsch points out that
commonly native language speakers
“transmit, with language, a view of
the world that reects only the values
and cultural assumptions of the native
speaker’s society” (1993, p.12). Howe-
ver, foreign language instructors tea-
ching a second language tend to trans-
mit with that language the values and
cultural assumptions of the L1 educa-
tional system, which is referred to as
the conict inhérent à la condition pé-
dagogique by Yves Châlon (Riley 1985,
p. 1). Even though many teachers may
opt for a more eclectic and balanced ap-
proach to solve this dichotomy, there is
evidence that for teachers there is no
consensus on what culture is (Moran
2001, p. 13). For this reason, he propo-
ses different frameworks to standardi-
ze what the cultural experience should
consist of so that administrators and
instructors could have clear guidelines
to follow when designing and evalua-
ting the culture-related contents and
objectives in language programs.

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2.2. Dimensions of Culture
As culture can be dened diffe-
rently from one researcher to the other,
Moran’s (2001) denition of culture
will be the guiding principle for this
research study. He clearly states that
“culture is the evolving way of life of a
group of persons, consisting of a sha-
red group of practices associated with
a shared set of products, based upon a
shared set of perspectives on the world,
and set within specic social contexts”
(p. 24). It is, therefore, imperative to
dene what he means with this des-
cription of the three dimensions of cul-
ture that will be part of this research
study. The rst dimension refers to
products. They refer to both tangible
and intangible constructions produced
or adapted by the members of a specic
culture. They are also described as “the
things that a group of people make,
use, or build” (National Standards for
Foreign Language Education Project,
1999, n. p.). Due to the fact that cul-
ture can be viewed through the eyes
of multiple disciplines, Moran (2001)
explains that culture can be viewed as
civilization (p. 4). Based on that, pro-
ducts are part of what is considered
the “big C” in culture, in simple words:
“the greatest achievements of a people
as reected in their history, social ins-
titutions, works of art” (p. 4) among
other features. Examples of products
are clothing, buildings, language, mu-
sic, education, and religion. Under this
theory, the “big C” refers to products,
while the “small C” means practices.
Practices refer to actions and in-
teractions among the members of a
culture. These can be verbal or non-
verbal, and they frequently indicate
appropriate or inappropriate behaviors
under specic circumstances. Moran
(2001) afrms that, throughout the
years, practices have been described as
expected sets and expected sequences
to cultural practice (p. 37). These are
divided, in turn, into operations, acts,
scenarios, and lives. Operations are
practices that involve the manipula-
tion of cultural artifacts. They refer to
the relationship between a product and
the person. Commonly, they might not
require the use of verbal or non-verbal
language. An illustration of this would
be ling a tax form. A person just re-
quires the necessary cultural knowled-
ge to perform this practice successfully
but does not require oral language to
do so. Acts are more related to all of
those communicative features that do
require verbal and extra linguistic fea-
tures of the language to produce mea-
ning. In brief, they can be described as
ritualized, short responses or establis-
hed expressions used under certain cir-
cumstances. Examples of this would be
complimenting and greeting people in
the target language. Scenarios indicate
where a practice takes place. They can
be time-based, event-based, group-ba-
sed, institution-based, and life-cycled-
based. Finally, the last element in this
framework refers to lives. In short, it
means that every culture has sets of
practices organized by individuals, ac-
cording to the way they live.
When analyzing culture and lan-
guage, language instructors can see
that the way people live has a direct
effect on the linguistic choices they fa-
vor. As evidence, Damen (1987) claims
that “culture is transmitted in great
part through language; cultural pat-
terns in turn are reected in language
(p. 97). Consequently, to understand
this phenomenon, Moran proposed

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another framework to describe and stu-
dy cultural perspectives. These mainly
refer to tacit perceptions of the lifes-
tyles of a determined culture. If you as-
ked one member of a community why
he or she does what he or she does—let
us say “trimming” a Christmas tree—,
this person would most probably say:
“That is just the way it is.” Perspec-
tives, then, include perceptions, be-
liefs, values and attitudes in a cultu-
re. These concepts can be described
as what people believe or ignore—the
deep nature of things—, what is held
to be true or untrue, what is right or
wrong, and nally their disposition—
what people consider is the correct
way people should behave under cer-
tain circumstances. As one may ima-
gine, each culture and its individuals
understand what motivates them to
behave in distinctive ways differently.
This is what experts call the emic and
the etic perspectives. Agar (2011 in
Olive) claims that etic and emic pers-
pectives stand for the universal and
the historical particular description
of phenomena (p. 39). To explain this
further, Lett (1990) describes an etic
approach as “accounts, descriptions,
and analyses expressed in terms of the
conceptual schemes and categories re-
garded as meaningful and appropriate
by the community of scientic obser-
vers” (p. 130). Consequently, it can be
considered as the “outsider” point of
view towards a specic culture and the
way they live their lives. On the other
hand, the emic perspective can be des-
cribed as simple explanations from
one’s own background. In other words,
"an emic perspective attempts to captu-
re participants' indigenous meanings of
real-world events" (Yin, 2010 in Olive,
p. 11) and "looks at things through the
eyes of members of the culture being
studied" (Willis, 2007 in Olive, p. 10).
Thus, learning how the speakers of a
culture construct meaning, through
the use of cultural frameworks, enables
language learners to interpret cultural
perspectives correctly.
2.3 Culture Learning Outcomes
Learning outcomes refer to the spe-
cic objectives of a course program; in
other words, those language functions
or tasks learners are to show mastery
of at the end of a class, unit, or course.
For those language program adminis-
trators and instructors who want their
learners to show mastery of culture
learning outcomes, they might want
to consider the following description
of culture learning outcomes proposed
by Moran (2001). The following table
summarizes seven culture learning
outcomes.

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Table 1
Moran’s culture learning outcomes
Culture-specific
understanding
Learners can develop appreciation and empathy for people and their
way of life from one specific culture.
Culture-general
understanding
Learners end up identifying perspectives from their own culture, which
they contrast with those of others.
Competence
It is viewed as:
Language proficiency (standards such as the ones proposed by CEFR or
ACTFL).
Communicative competence (effective and appropriate communication
with people of the target language).
Cultural competence (manipulation of cultural products).
Intercultural competence (interaction in intercultural communities, re-
gardless of the cultures involved).
Intercultural communicative competence (communicative competence
and intercultural competence).
Adaptation
Learners are able to adjust, fit in, live, and work in the host culture.
Martin and Nakayama (1997 in Moran 2001, p. 113) describe it in modes:
Separation (learners retain their original culture and language and avoid
interacting with other groups in the target culture).
Assimilation (learners lose many aspects of their original culture and
establish relationships with groups in the target culture).
Integration (learners maintain their original language and culture while
they also maintain daily interactions with groups in target culture).
Marginalization (learners do not show interest in maintaining cultural
ties with dominant groups either in the target or the original culture).
Social change Learners act as change agents, based on understanding other cultures
and their own.
Identity This outcome results in a learner’s enhanced or transformed sense of self.
Personal competence
Learners can develop self-esteem, self-confidence, willingness to take
risks, acceptance of errors, openness, and seeing one’s potential (Stern,
1983 in Moran 2001, p. 118).
Source: compiled by author (2017).

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Having culture learning outcomes
in mind while creating or evaluating
course syllabuses entails paying atten-
tion to clear and concise course objecti-
ves that would address not only those
targeting language macro and micro
skills but also culture learning outco-
mes explicitly. As seen in this chart,
Moran explains that culture learning
outcomes can be varied and can tackle
different learners’ needs. Because of
that, language program administra-
tors and instructors should consider
learners’ needs so that they include the
most suitable culture learning outco-
mes in their syllabuses that would help
learners accomplish their specic goals.
3. Purpose of the Research Study
The general objective of this mixed
methods research study is to analyze if
American products, practices, and pers-
pectives are being taught explicitly in
Level 8 from Cursos de Conversación at
the University of Costa Rica. Hopefully,
this study will shed light on the direc-
tion these courses should take in regard
to the teaching of culture. More speci-
cally, the author of this study will mea-
sure the relevance of the culture-related
activities in the book by quantifying the
number of activities in which culture is
explicitly taught. Moreover, after con-
ducting the surveys and interviewing
the teacher of this level, the author ex-
pects to obtain information about the
teacher and learners’ understanding of
culture. In this fashion, the researcher
envisions to answer if the learners and
the instructor can recognize one specic
dimension of culture and if the course
needs to be modied to increase, main-
tain, or reduce the number of cultural
components being taught in this level.
The possible outcome of the study is to
nd out where the program Cursos de
Conversación stands on the teaching
of culture, and hopefully from there,
recommending continuing with the cu-
rrent methodology or implementing a
more culture-oriented approach.
4. Methodology
This project consists of four main
stages. First, the researcher analyzed
the book used in Level 8. The idea was
to identify the activities that were re-
lated to culture explicitly. The second
stage had to do with a classroom ob-
servation. In here, the writer wanted
to conrm whether or not the teacher
included cultural dimensions in her
class and how the learners reacted to
this information. Finally, the third and
fourth stages were about interviewing
the cooperating teacher who was tea-
ching this level and surveying the
learners’ opinions on different topics
related to learning culture through a
written questionnaire. Both the ques-
tionnaire and the questions for the in-
terview were designed in Spanish. To
avoid any misinterpretation of the an-
swers and to obtain more rich data for
the analysis English was not going to
be used in the instruments.
4.1 Stage 1. Textbook Evaluation
Project
4.1.1 Description of the course
The course selected for this project is
English Level 8 from Programa de Cur-
sos de Conversación at the University
of Costa Rica. This is an intermediate,

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350
general English course. The contents as
well as the evaluation have been desig-
ned to help learners become procient
users of the language, placing a strong
emphasis on the speaking component.
The learners of the program are com-
monly adults, and their ages range from
fteen to sixty years old on average.
This is Level 8 out of 12. It is relevant
to mention that for this research study,
9 out of the 14 participants started the
program from Level 1, and their ages
ranged from nineteen to fty-three.
As this program is going through
important evaluation and curriculum
changes, the book being piloted at the
moment is Four Corners 3 by Cambrid-
ge University Press. Taking this into
account, by the end of Level 9, learners
must have acquired the necessary skills
to be considered B1 speakers under the
Common European Framework of Refe-
rence (CEFR). To achieve this, learners
have a three-hour session twice a week,
which means 60 hours of exposure to
the language in a 10-week period.
4.1.2 Objectives of the course:
The following information corres-
ponds to the general and specic objec-
tives of the course being analyzed.
General objective: to understand
conversations and texts in English and
to be able to appropriately communica-
te orally (and to a lesser extent through
writing) at an intermediate level.
Specic objectives:
1. To develop their listening com-
prehension and oral production in
conversations, presentations, and
group discussions in class at an in-
termediate level.
2. To incorporate grammatical and
lexical functions, expressions, and
structures, as well as pronunciation
aspects at an intermediate level in
order to maintain conversations on
different topics studied in class.
3. To use different strategies to deve-
lop the four macro skills (speaking,
reading, listening, and writing) and
the micro skills (especially vocabu-
lary and grammar).
4. To appreciate and discuss cultural
differences between Costa Rica and
English-speaking cultures. (Taken
from the course outline, Conversa-
tional English Level 8)
It is important to highlight that
as part of the objectives, learners are
expected to make use of lexical expres-
sions, which are in most of the cases
culturally-bound, and to appreciate
and discuss cultural differences. Ha-
ving these specic objectives signa-
ling the importance of learning about
English-speaking cultures might seem
to indicate that teaching about culture
is a seminal feature of this language
program. Hence, this contributed to
the researcher’s motivation to know if
these objectives were being met.
4.1.3 Textbook
The activities in the book Four Cor-
ners 3 (Richards, 2012) are communi-
cative; therefore, they require learners
to participate actively in class. Each
unit is made up of four lessons. In each
of them, one or two language functions
are addressed. By the end of every unit,
learners have a box with can-do state-
ments so that they can self-evaluate
their progress throughout the course.
The units studied in this project are 5,
6, 7, and 8.

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4.2 Stage 2. Classroom observation
report
4.2.1 Procedure
The researcher visited this class
on two occasions during Week 5 (out of
10). The course teacher suggested ma-
king the observations the second class
of Week 5 and the second class of Week
6. Nonetheless, due to time constraints,
the author could not afford waiting that
much. Hence, he concluded that it was
better to visit the class during Week 5
exclusively. It is important to mention
that for these visits an instrument was
used. It can be found as Appendix 1.
4.3 Stages 3 & 4. Interviews and
questionnaires
4.3.1 Procedure
Two weeks after Stage 2, the re-
searcher visited the class one last
time. On this occasion, the researcher
explained to the group that they were
going to answer some questions about
their learning about culture in this le-
vel by answering a questionnaire (see
Appendix 2), while their teacher was
going to be interviewed outside of the
classroom (see Appendix 3). The sta-
ges were completed during the second
class of Week 7.
5. Analysis of the Results
5.1 Stage 1. Textbook evaluation
project
For this rst part, all of the activi-
ties from Units 5 to 8 were analyzed.
The idea was to nd the ones that were
explicitly culture-related. Additiona-
lly, the writer described the kind of
relevance these activities had within
the lesson. The researcher analyzed
165 activities in these four units and
only 12 of them contained explicit cul-
ture-related aspects. These numbers
provided the author with enough in-
formation to deduce that the culture-
related activities in the book are not as
relevant as expected because just 7% of
them deal with culture explicitly.
For a more detailed account of each
unit, the researcher counted the num-
ber of the culture-related activities of
each of them in Table 2. The fact that
10 out of the 12 culture-related acti-
vities in these four units are included
in Unit 5 might be due to the fact that
this unit has to do with vacationing
and travelling. Despite the nature of
the topic of this unit, only 24% of the
activities are aimed to teach culture
explicitly. Because of that, the activi-
ties could have incidentally coincided
with topics related to culture. This
might explain why in Units 6, 7, and
8 there are only 2 more activities re-
lated to culture of the 124 included in
these three other units. Hence, a very
small percentage of the activities are
culture-related.

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Table 2
Analysis of culture-related activities per unit
Units Activities related
to culture per unit
Number of
activities per unit
Percentage of culture-
related activities per unit
Unit 5: Our world 10 41 24%
Unit 6: Organizing your
time
1 43 2%
Unit 7: Personalities 0 40 0%
Unit 8: The Environment 1 41 2%
Source: compiled by author (2017).
More specically, Table 3 sum-
marizes the description of the cultu-
re-related activities the author found
in Unit 5. It must be noted rst that
out of the 10 culture-related activi-
ties identied in this unit, only 5 of
them involve speaking as a macro
skill. That could be considered as be-
necial for the learners, but these 5
speaking activities are proposed by the
book authors as pre-tasks, post-tasks,
and follow up activities, which can be
regarded as marginal activities. It is
also important to highlight that one of
these speaking activities was the most
culturally rich one in Unit 5, yet it was
left out and placed as an extra activi-
ty at the end of the book. Interestin-
gly, there was only one case in which
one of 10 activities was actually the
main task within a lesson. This was
the one time learners had the opportu-
nity to write about their own cultures
and possibly compare it to the target
culture. Even though this was a clear,
main activity related to culture, it was
a writing one, and as this book is used
in a conversational course, teachers of
this level may not get to carry out this
activity in class fully.

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Table 3
Description of culture related activities in Unit 5 (Our World)
Name of activity/
Unit
Objective Procedure Skills
involved
Relevance
Two Amazing
Views Unit 5
Activity 2A,
Lesson A
Use vocabulary
for human-made
wonders.
Read the questions
posted on a website
for visitors to New
York City. Which
view does the site
recommend?
Reading This is a warm-up ac-
tivity at the bottom
of the page. It does
not represent the core
activity of the lesson.
Two Amazing
Views Unit 5
Activity 2B,
Lesson 2
See compari-
sons with adjec-
tives and nouns
in context.
Go over the ques-
tions. Have learners
answer the ques-
tions in pairs or in
small groups.
Speaking It is a follow-up ac-
tivity to introduce a
grammatical structure
(comparatives and su-
perlatives).
Interesting and
Unknown Facts
Unit 5
Activity 1A,
Lesson B.
Practice ex-
pressing disbe-
lief and saying
you don't know.
Ss share what the
oldest human-made
structures are in
their countries and
how old they are.
Speaking It introduces a liste-
ning activity. It is a
pre-task.
Did you know…?
Unit 5
Activity 4A & 4B,
Lesson B.
Express disbe-
lief; say they
don’t know
something.
Make a list of three
interesting facts
about human-made
structures and re-
act to what your
classmates wrote
down.
Writing &
Speaking
This is the seminal
part of this lesson.
Superlatives with
adjectives and
nouns
Unit 5
Activity 3B,
Lesson C.
Practices su-
perlatives with
adjectives and
nouns.
Make true sen-
tences about your
country with the
phrases below.
Writing*
There were
no instruc-
tions.
It is a follow-up acti-
vity. It does not say
what skill should be
emphasized. It could
have been the core
activity of the lesson
had it been designed to
compare and contrast
different cultures.

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354
Planning a visit
Unit 5
Activity 5A,
Lesson C.
Talk about
the best places
to go in their
country
Imagine that a friend
from another coun-
try is planning to vi-
sit you and asks you
the questions in the
e-mail below. Discuss
your responses.
Speaking It is a marginal activi-
ty placed as an extra
practice at the end of
the book. It could have
been a perfect comple-
ment to the previous
activity. It could have
also been the core acti-
vity of this lesson.
The Great Barrier
Reef
Unit 5
Activity 2A,
Lesson D.
Develop skills
in listening for
specific infor-
mation.
Listen to a guide talk
to two tourists at the
Great Barrier Reef.
Which statements
surprise the tourists?
Listening It is somewhat impor-
tant. It is a pre-task.
A natural wonder
Unit 5
Activity 3A,
Lesson D.
Write a para-
graph a natural
wonder.
Think of a natu-
ral wonder in your
country. Answer the
questions.
Writing We consider it a pre-task
for the next activity.
A natural wonder
Unit 5
Activity 3B,
Lesson D.
Write a para-
graph about a
natural wonder.
Write a paragraph
about a natural won-
der. Use the model in
your answers in part
A to help you.
Writing This is the most im-
portant activity in the
lesson.
Seven wonders of
my country
Unit 5
Activity 4A,
Lesson D.
Describe natu-
ral wonders in
your country.
Make a list of the
top seven natural or
human-made won-
ders in your country.
Why are they won-
derful? Take notes.
Speaking This is a post-task. It
is somewhat marginal.
Source: compiled by author (2017).
Table 4 provides a short descrip-
tion of the one culture-related activity
in Unit 6. This activity is the only one
that has to do with a cultural perspecti-
ve in the four units analyzed. In it, it is
implied that learners must speak and
share their opinion on what they think
it is happening in some pictures, which
show how a person procrastinated and
later failed to meet his deadlines. As
learners are exposed to how Americans
perceive the concept of time, they can
agree or disagree with it and refer to
their own perception of how valuable
time is in their culture.

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Table 4
Description of culture related activities in Unit 6 (Organizing your time)
Name of activity/
Unit
Objective Procedure Skills
involved
Relevance
Warm-Up Preview the to-
pic and discuss
organizing time.
Look at the pictu-
res. What’s hap-
pening? Do you
think the man
organizes his time
well?
Speaking
(implied)
It is the warm-up acti-
vity for Unit 6. Lear-
ners will be able to ex-
press their perception
of time. It is a relati-
vely important activity.
Source: compiled by author (2017).
As there were no activities related
to culture in Unit 7, Table 5 shows the
information related to the culture-rela-
ted activity in Unit 8. Even though this
activity could be used to compare how
different cultures deal with environ-
mental issues, the focus of the activity
is placed on the grammar element to
be studied.
Table 5
Description of culture related activities in Unit 8 (The Environment)
Name of activity/
Unit
Objective Procedure Skills
involved
Relevance
Our community
Unit 8
Activity 5A
Lesson A
Discuss
environmental
problems.
What environmen-
tal problems does
your community
have? Complete
the sentences.
Speaking It is somewhat relevant. It
does provide learners with
room for extra practice.
However, the feature to be
practiced is the grammar
element in the unit.
Source: compiled by author (2017).

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By and large, the approach to cul-
ture of most activities was merely im-
plicit. There were no sections in which
the instructions or tasks indicated cul-
ture-related information overtly. After
examining the Teacher’s Guide, the re-
searcher also noticed that there were
no specic references for instructors to
teach culture, either. What is more, in
these activities the cultural elements
to be learned were clear, visible fea-
tures of culture. Only one of the acti-
vities dealt with a tacit feature of the
American culture: time management.
This was the only activity that showed
an American cultural perspective. The
rest of the culture-related activities
were related to “touristy” information
that reected surface level culture. For
this reason, the estimate of the types of
cultural knowledge represented shows
that out of 12 activities related to cul-
ture 11 of them dealt with visible featu-
res of culture, which accounts for 92%
of the total percentage. This indicates
that the book authors may have favo-
red presenting the dimension of cultu-
ral products over practices and pers-
pectives. Additionally, the relevance of
the activities varied from core tasks to
follow-ups or secondary pre/post tasks.
Clearly, the goal of the book is not to
teach culture. Instead, the book uses
a more traditional approach, focusing
on teaching grammar, speaking, liste-
ning, and writing skills.
5.2 Stage 2. Classroom observation
For this stage, the researcher ob-
served the two classes completely and
divided the analysis into two main
parts (Class 1 and Class 2).
5.2.1 Class 1
There was no explanation of any to-
pic related to the dimensions of culture
because the learners were mainly prac-
ticing for an oral presentation that they
had to deliver in pairs. Consequently,
this feature was absent. The teacher
asked the learners to sit in pairs.
Then, she distributed pieces of paper
with different topics related to Unit 6
(Organizing your time). In them, the
learners were given a topic to discuss,
such as time management, plans for
the weekend, taking a phone message,
among others. These topics could have
reected some dimensions of culture,
but there was no explicit evidence to
say that that was the teacher’s inten-
tion. Additionally, the pieces of paper
did not include a context or a model
for the learners to perform one or the
other practice in the target language.
The situations did not have culture
components since they were not rela-
ted to culture. To exemplify, some of
the situations were:
“Describe how you manage your
time. Ask and answer questions.”
“Talk about your plans for the wee-
kend. Ask and answer questions.”
Most of the situations were rela-
ted to making plans for the weekend.
The focus of this activity was to use
the present continuous verb tense to
describe their plans. Because of this,
the researcher could see that most of
the situations were grammar-focused.
The situation that had to do with time
management was not used to compa-
re how Americans manage their time
versus how Costa Ricans do so. It was
mainly a description of a weekly routi-
ne. The learners resorted to using a li-
mited approach to it by just describing

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what they normally do every day. Just
one pair talked about different techni-
ques to manage their time effectively.
Evidently, the outcome expected
was competence, and more specically
language prociency. As this book has
been designed to accomplish can-do sta-
tements mapped to the Common Euro-
pean Framework of Reference, learners
are expected to: (a) ask and talk about
weekend plans, (b) offer to take a mes-
sage, (c) leave a message, (d) make re-
quests, promises, and offers, (e) discuss
ways to manage time effectively.
All of the learning outcomes in the
situations given to the learners for
their oral presentations reected lan-
guage prociency outcomes without
a doubt. At rst look, it seemed that
these situations could also expose the
learners to cultural knowledge about
different products, practices, and pers-
pectives in different matters; however,
the way they were used only requested
the learners to show command of gram-
mar structures and language procien-
cy, not taking into account the target
culture. As explained before, this lan-
guage program does not specify clear
and concise culture learning outcomes
in their course syllabus; consequently,
the instructor does not seem to be in-
cluding cultural contents in class that
would yield one or the other cultural
learning outcome other than general
language prociency.
5.2.2 Class 2
For the rst part of the class, the
teacher brought copies of the book
American Crime Stories—a compila-
tion of short stories and reading com-
prehension exercises— to the class.
The dimension of products, in this case,
literature was explicitly presented to
the learners through reading one of
the short stories in the book. However,
the way the materials were used did
not reect learning culture directly,
but rather as a result of being exposed
to them. The teacher did not describe
how or why this had to do with the tar-
get culture; instead, she just played a
track so that the learners could read
along. This activity then was solely
used as a reading comprehension one.
Initially, the researcher thought that
the book American Crime Stories was
going to be used to teach about a cultu-
ral product explicitly. However, there
were no comments related to the in-
formation presented in the story. The
teacher’s only purpose was to use it for
reading comprehension. In this short
story, the learners were implicitly ex-
posed to a practice and a perspective.
Nonetheless, these two features were
totally absent when the learners were
assigned their reading comprehension
questions. What is more, the content
of this book had nothing to do with
the contents or objectives of the cour-
se. The short stories in it might be so-
mewhat related to the target culture
if used properly, but that was not the
case in this class.
For the second part of the class, the
teacher covered Unit 7, which had to
do with Personalities. For this section,
she wrote some questions on the board,
and the learners were to answer them
in pairs. One of the questions was “Do
people in Costa Rica have a specic
personality? How is it?” To this ques-
tion most of the learners in the clas-
sroom made negative comments about
Costa Ricans and their culture (irres-
ponsible, “alcoholic,” not punctual).
The most salient comment was that

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Costa Ricans are lazy and that they
favor lying. To this, the teacher made
comments such as “Costa Ricans are
denitely lazy, alcoholic, and yes,
liars.” When a learner said that Cos-
ta Rica is the happiest place on Earth,
she replied with a comment such as
“That’s why we’re the happiest people
on Earth; we’re lying about that, too,”
and as a follow-up question she asked,
“Do you think Costa Ricans are inde-
pendent?” For this, she explained —as
a perspective— why in Costa Rica it is
common to see people over the age of
30 living with their parents while in
other countries that is considered not
so common. She explained how 18-year
olds leave home in America and what
they would think of you if you said that
you are a 30-year-old, living with your
parents. To be more explicit, she used
the phrase “You’re not normal in other
countries if you’re an adult who lives
with your parents.” In her attempt
to develop the topic further, she also
made the following comment: “People
in Panama are impolite, right?” Conse-
quently, many people reacted to this by
saying “Yes, they are really impolite.
They are weird and rude,” showing a
judgmental disapproval of their cultu-
re, which was originated and kindled
by the teacher.
In this class, some learners asked
for the meaning of several words and
the translation of others, but the tea-
cher failed to provide them with co-
rrect answers. To exemplify, she did
not know how to refer to the dwarfs in
the fairy tale Snow White. She said,
“in English there are many kinds of
enanos and they have subdivisions
and more, so I don't know how to call
these ones.” This showed then a lack
of knowing about literature, a product
in the target language. Also, she did
not know how to say the word “crease”
when asked how people say arrugas (in
bed sheets). She said that of course she
knew about “wrinkles,” but she was
not sure if she could use the word in
that case. Hence, this could have been
an opportunity to expose how langua-
ge and culture are linked because one
would need the cultural knowledge to
understand when to say “wrinkle" and
when to say “crease.” Furthermore,
one learner introduced the concept of
“framing” when analyzing the short
story. He asked: “so professor, can we
say that he was framed, right?” and
the teacher hesitated in her answer,
repeated the word several times, and
said “I would prefer the term involved.”
In fact, the character the learner was
talking about was actually framed, but
it seemed the instructor did not know
the concept of framing. Under other
circumstances, the researcher thought
this would not have been considered as
something relevant, but the fact that
the book was all about crime made this
word a pivotal element in this lesson.
There were some cultural misun-
derstandings that were not addressed
or corrected by the teacher, and most
of them had to do with L1 interferen-
ce issues. To illustrate, when talking
about personal traits, the teacher as-
ked: “Are you ambitious?” and most of
the learners said that being ambitious
was really bad and that people should
not be ambitious. Based on what they
were saying, the researcher knew that
what they meant was the use of the
word ambitious in Spanish to describe
“being greedy.” However, the teacher
never made that clarication and also
supported their opinion, saying that
people should not be very ambitious.

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What is more, the teacher translated
some Spanish sayings literally into
English to make some of her points.
She had to provide different examples
so that people would understand what
she was translating into English. For
example, she said that “good jealous”
was a good trait. By this she meant en-
vidia de la buena in Spanish. Instead of
using “healthy jealousy” she preferred
using a literal translation that cau-
sed some confusion. The teacher also
used the expression “You only see the
black spot in the sheet” when talking
about people who tend to focus on the
negative aspects of a situation. Howe-
ver, after consulting different native
speakers of English, they confessed
that they had never heard that expres-
sion. They said that something similar
could be “to see the glass half-empty.”
Consequently, because these expres-
sions had been literally translated, it
was really difcult to nd examples in
the target culture because they reec-
ted the native culture of the teacher.
Both the situations for the oral pre-
sentations and the extra materials the
teacher provided the learners with had
lots of potential to teach them about
American products, practices, and
perspectives, while developing cultural
awareness. The teacher could have ad-
dressed the culture-specic understan-
ding outcome by making explicit the
connections between the content stu-
died and the context in which they took
place. Even though the teacher did try
to include some culture in the second
class, the researcher believes that she
did so because she knew what the class
observation was about. Consequently,
she tried to expand on topics related
to cultural perspectives to make sure
that she was mentioning cultural
components in the class. Nonetheless,
the lack of culturally-sensitive feedback
and the absence of planned culture
learning outcomes generated conict
and prejudice against other cultures
and that of the learners. Based on this,
the researcher believes that some ins-
tructors do not make that connection
explicit because they take for granted
the fact that the learners might make
that link on their own, either because
they know about the American culture
or because they are exposed to diffe-
rent technologies and social networks
that can provide them with cultural
knowledge. Nonetheless, when these
connections are not clearly described
as features of the target culture, they
may go unnoticed, as it was the case
in this course. When the learners were
asked in the questionnaire to write
about a cultural practice, product, or
perspective that they had studied in
this course, 50% of them said they did
not remember one in particular. What
this shows is that when instructors do
not address culture learning outcomes
as such in class, learners may fail to
perceive them and, consequently, un-
derstand them.
5.3 Stage 3. Data collected from the
learners’ forms
For this section of the research stu-
dy, the writer created a questionnai-
re for the learners of this course (see
Appendix 2). In it, the rst eight ques-
tions were yes/no questions mainly
about Moran’s dimensions of culture.
Also, the purpose was to nd out if
the learners consider they are lear-
ning culture in this class and if the
course instructor teaches culture ex-
plicitly. The second eight open-ended

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360
questions were designed to obtain data on
specic dimensions of culture taught in
this course, how satised the learners
are with the teaching of culture and
whether the language program should
add, maintain or reduce the load of cul-
ture content being taught at this level.
Since the researcher had been some of
these learners’ instructor in the past, the
entire questionnaire was given in Spa-
nish as a way to reduce the anxiety the-
se learners could feel when dealing with
a former instructor. The idea was not to
make them feel exposed to being evalua-
ted again in an activity that had nothing
to do with their course evaluation.
After analyzing these results, a
contradiction takes place. When the
participants were asked if in this class
“culture” was taught, 86% percent of
them answered Yes. Initially, the re-
searcher thought that this may indi-
cate that culture actually played an
important role in this class. However,
78% of them said that the teacher does
not take the time to teach culture ex-
plicitly. At the same time, when asked
about cultural practices and perspecti-
ves, 86% said that there have not been
any explicit explanations of cultural
practices, and 71% said there have not
been any explicit explanations of cul-
tural perspectives. Because of this, the
writer later hypothesized that if the
participants were not learning culture
from the explicit instruction of the tea-
cher, they were acquiring it from the
materials used in class. Nonetheless,
78% of them said that the materials
do not include a strong cultural com-
ponent; this fact reinforces the writer’s
ndings in the textbook report. What
they did agree on was that the cultu-
re of the target language being stu-
died must be studied in class; 93% of
them agreed on this, to be more spe-
cic. If one goes back to the rst per-
centage, 86% of the participants belie-
ve that they are learning culture, but
they specically said that they have
not studied cultural practices or pers-
pectives from either the instructor or
the book. Interestingly, 71% answered
question 2 (whether or not cultural
differences between English speaking
cultures and Costa Rica were explicitly
taught) afrmatively. Consequently,
they think they are learning culture
but when asked specically about any
of the dimensions of culture explained
in Moran (2011) —included in the ins-
truments with examples and accessi-
ble terminology—, the results reveal a
clear absence of these elements.
Even though 86% of the learners
believe that they are learning cultu-
re, when asked about how satised
they are in terms of their learning of
cultural components in this specic
course, the average satisfaction rating
was a 5.7%, which made the researcher
ponder over the causes of this discre-
pancy. The ratings can be seen in the
following table:

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Table 6
Learners’ average satisfaction rating of cultural components in Level 8
Scale from 1-10 1 2 3 4 5 6 7 8 9 10
Number of participants 1 1 0 0 4 3 2 2 0 1
Percentage 7.1 7.1 0 0 28.5 21.4 14.2 14.2 0 7.1
Source: compiled by author (2017).
Because of the multiple factors
that can inuence a learner’s opinion
about one single course, the resear-
cher also asked them to indicate how
satised they feel with how culture-
related components have been taught
in all of the other levels of the lan-
guage program. The numbers did not
change much. In this case, the avera-
ge satisfaction rating was of 6. It is
worth mentioning that 64% of these
learners started the program from
Level 1. This means that they have
been part of the transition from one
textbook to the other, but the low ra-
tings for both book series show no va-
riation, as seen in Table 7. Additiona-
lly, there were no comments indicating
that in previous courses, which made
use of a different book series, cultural
components were explicitly taught or
that other teachers in previous levels
did emphasize cultural elements.
Table 7
Learners’ average satisfaction rating of cultural components throughout the
English program in Cursos de Conversación.
Scale from 1-10 1 2 3 4 5 6 7 8 9 10
Number of participants 1 0 1 1 2 3 2 3 0 1
Percentage 7.1 0 7.1 7.1 14.2 21.4 14.2 21.4 0 7.1
Source: compiled by author (2017).
In this section of the survey, the
learners’ discontent with the level
of culture being taught in Level 8 is
made evident. With ratings of 5.7 and
6, the learners show that this program
lacks cultural components and 78.5%
of them expect it to increase in the fu-
ture. A solid 93% of the learners also

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362
stated that culture-related elements must
be included in a class when studying a fo-
reign language, and evidently this is not
being accomplished at the moment.
As described in Table 7, the results
demonstrate that the lack of cultu-
ral components is not determined by
the book series used in this language
program. The author can afrm this
because the ratings that describe the
learners’ satisfaction in terms of lear-
ning culture in this level are practica-
lly the same as the ones they provided
for their overall satisfaction in terms
of learning culture throughout the pro-
gram. It can be stated, then, that both
book series have been part of what has
caused learners’ dissatisfaction, but
the author cannot afrm that this is
the only source of discontent. The fact
that there were no comments about
how teachers in previous levels inclu-
ded or did not include culture in their
classes intrigued the author because
he thought that the learners would
write something about their experien-
ces learning culture in other courses.
This suggests that what they learned
was not memorable enough or that
they actually did not learn culture-
related information. It is worth men-
tioning that when the learners were
asked to complete the phrase “learning
about culture is…” in the questionnai-
re, most of them agreed that culture
had to do with different lifestyles, tra-
ditions, and beliefs and that culture
had an important role when learning
a language. However, one learner sta-
ted that learning a language implied
learning a new world view, showing
Moran’s perception of what learning
culture is really about.
5.4 Stage 4. Data collected from the
teacher’s interview
To interview the course instructor,
a questionnaire similar to the one given
to the learners was used (see Appendix
3). The focus of the rst eight yes/no
questions was mainly to determine if
the instructor teaches Moran’s dimen-
sions of culture in her class. Additiona-
lly, the purpose was to nd out if the
instructor considers that she is tea-
ching culture and if she is doing that
explicitly. The second eight open-ended
questions were designed to obtain data
on how the instructor is teaching speci-
c dimensions of culture, how satised
she is with her actual teaching of cultu-
re and whether the language program
should add, maintain or reduce the load
of culture content being taught at this
level. The instructor was asked if she
wanted to have the interview in English
or Spanish, and since the researcher
was also Costa Rican, she decided to
have the interview in Spanish.
Similar to the data obtained from
the learners’ surveys, the teacher’s in-
terview revealed some misconceptions
about what teaching culture is. For
example, at the beginning, she said
that she does teach the cultural ele-
ments included in the textbook, but
she stated that she normally does not
go beyond that. Consequently, she only
covers the material the textbook tells
her to teach. At some point during the
interview, she was asked to explain
about one the topics or activities that
she has talked about/done to cover
one of Moran’s cultural dimensions
—not using technical words—. To this
she had no answer. A moment later,
the teacher said in the interview that
she does not teach culture beyond the

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contents of the book but believes that
she has explained differences between
the cultures. However, when asked
about specic examples of the cultu-
ral dimensions that she has taught,
she seems hesitant and points out that
she has not taught those. The resear-
cher can see that she realized in that
moment that her perception of what
teaching culture really implies did not
reect her actual teaching practice.
At the end of the interview when she
was asked to rate her teaching prac-
tice in terms of teaching culture, she
said she would rate herself with a 7.
What can be inferred from this is that
throughout the interview she might
have realized that Moran’s cultural di-
mensions were more complex to dene
and implement in class than expected.
Additionally, the teacher explains that
she thinks that the book does not have
a strong culture component, and she
asserts that it is necessary to increase
the culture content in this level. She
thinks this could be achieved by crea-
ting extra materials developed by the
teachers of the program. She says the
book does not show what the American
culture is really like but includes video
activities that are staged and misre-
present the way people behave in real
life. The teacher also provides some
recommendations to improve the tea-
ching of culture in this language pro-
gram. For instance, she says that the
learners in this level could have real
interaction with native English-spea-
king people, taking advantage of the
exchange programs the university has
with different American colleges.
6. Conclusions and
Recommendations
Out of 165 activities included in
Units 5, 6, 7, and 8, only 12 were ex-
plicitly related to culture. This clearly
indicates that this book has a weak
cultural focus. The learners in this pro-
gram will not develop culture-specic
understanding or culture-general un-
derstanding if they are not openly ex-
posed to these culture learning outco-
mes. Cultural products, practices, and
perspectives are not being explicitly
taught in this language program. Ba-
sed on the book report, the classroom
observation, and the instruments used,
culture does not play an important
role in this language program. 79% of
the learners agree that this language
program should include more cultural
components. The learners’ rating their
overall satisfaction in terms of culture
with a 6 shows a negative perception
of this specic feature in the English
language program. Because of the lack
of clearly established culture learning
outcomes in the course syllabus and
in the textbook used for this level, the
author could see that when culture
learning outcomes are not explicitly
mentioned in the course syllabus or in
the textbook used, teachers might tend
to disregard them completely, as it was
the case of the course analyzed.
For this project, the author only
analyzed Units 5, 6, 7 and 8 from the
book Four Corners 3. The author re-
commends doing further research in
terms of studying the other eight units
pending. All of the data collected for
this part was limited to how culture-
related content was taught in Level 8.
To understand how the book writers
included cultural components in this

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364
book, a more in-depth study of the en-
tire book series would be necessary,
using Moran’s framework for studying
the different dimensions of culture as
the guiding principle. As 78% of the
learners stated, the teachers who work
for this program should make connec-
tions between language/content and
culture evident. Based on the question-
naire given, a vast majority of the lear-
ners believe that their instructors are
not taking their time to teach culture
explicitly in class. That is why 76% of
them said that this course should in-
clude more cultural components. The
researcher recommends including in
each instructor’s evaluation a specic
item that would ask learners to say how
much teachers are making connections
explicit between language and cultu-
re. The syllabus of this course clearly
establishes that one of its specic ob-
jectives is to “appreciate cultural diffe-
rences among English-speaking cultu-
res and Costa Rica.” Although 71% of
the learners believe that this is being
accomplished, the author has already
pointed out that the learners rate their
learning of cultural components in
this program with a 6 out of 10. As in
the previous recommendation, the re-
searcher suggests that this program’s
administrators include another item
in the course evaluation, asking each
learner to rate each instructor’s per-
formance in terms of how much they
have helped learners achieve this spe-
cic course objective. Learners and tea-
chers alike might have the wrong idea
about what teaching/learning culture is
about. In most of the cases, teachers be-
lieve that culture is an “extra feature” in
their textbooks and because of this, the
researcher recommends the administra-
tors of this program to nd ways to help
their teachers develop lesson plans that
would address cultural dimensions and
culture learning outcomes explicitly that
would have already been concretely de-
tailed in the course objectives.
7. Limitations and Suggestions for
Further Research
It is important to mention the
methodological limitations of this re-
search study. As previously indicated,
a limitation of this study is that for the
textbook report analysis, the writer
only analyzed four units of the book
Four Corners 3. Also, only one group
of learners from Level 8 was observed
and given a questionnaire. This offers
a very limited number of participants.
Hence, their experience cannot be
taken as a representative sample of
the entire population of learners en-
rolled in this language program. For
this reason, future research would be-
net from the use of a larger sample
of participants and classes observed.
At the same time, a thorough analysis
of the entire book series can shed light
on how culture is presented explicitly
thought the entire book series.
It would also be relevant to iden-
tify the kind of formal instruction the
teachers of this program may have in
terms of teaching culture. Adding a
question that provides future resear-
chers with this information may contri-
bute to understanding teachers’ peda-
gogical practices in terms of fostering
or ignoring cultural elements. Equally
important, future researches can inter-
view the administrators of this program
to learn how important culture learning
outcomes are in these conversational
courses and to determine the suitability
of the culture-related course objectives

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365
throughout the 12 levels of this English
conversational program.
Bibliography
Damen, L. (1987). Cultural Learning:
The Fifth Dimension in the Clas-
sroom. Addison-Wesley.
Hall, E. (1989). The Dance of Life. New
York: Doubleday.
Hofstede, G., Hofstede, G. & Minkov,
M. (2010). Cultures and Organiza-
tions: Software of the Mind. USA:
McGraw-Hill Education.
Kramsch, C. (1993). Context and cul-
ture in language teaching. Oxford:
Oxford University Press.
Lett, J. (1990). Emics and etics: Notes
on the epistemology of anthropo-
logy. Thomas Headland, Kenneth,
Pike, & Marvin, Harris (Eds.). Ca-
lifornia: Sage Publications.
Moran, Patrick. (2001). Teaching cul-
ture: Perspectives in practice. Bos-
ton: Heinle Cengage Learning.
National Standards for Foreign Lan-
guage Education Project (1999).
Standards for foreign langua-
ge learning in the 21st century.
Lawrence: Allen Press, Inc.
Olive, J. (2014). Reecting on the Ten-
sions Between Emic and Etic Pers-
pectives in Life History Research:
Lessons Learned [35 paragraphs].
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chung / Forum: Qualitative Social
Research, 15(2), Art. 6. Retrie-
ved from: http://nbn-resolving.de/
urn:nbn:de:0114-fqs140268
Richards, J. & Bohlke, D. (2012). Four
Corners 3. Mexico: Cambridge Uni-
versity Press.
Riley, P. (1985). Autonomous learning
schemes: principles and organization.
Philip, Riley (Ed.). Discourse and
Learning. London: Longman.
Rivers, W. (1981). Teaching foreign
language skills. Chicago: Universi-
ty of Chicago Press.
Scarcella, R. & Oxford, R. (1992).
The Tapestry of Language Lear-
ning: The individual in the com-
municative classroom. Boston:
Heinly & Heinle.
Seelye, N. (1993). Teaching Culture
Strategies for Intercultural Com-
munication. Lincolnwood: National
Textbook Company.

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366
Appendixes
Appendix 1: Class Observation form
The class being observed is Level 8, taught at Cursos de Conversación (UCR).
The course teacher agreed to be observed during Week 5 (out of 10).
Abbreviations used in this form: Teacher:Tr Students: Ss
Element to be observed Explicit/
Implicit
Absent Relevance
within lesson
Evidence
1. Does Tr explain any of the
5 dimensions of culture in her
activities?
2. Does Tr execute activities
that reect any of the 5 cultu-
ral knowings framework?
3. Does Tr bring extra ma-
terials to cover cultural ele-
ments that are not included in
the textbook?
4. Do Ss ask for cultural informa-
tion while the lesson takes place?
Do they obtain valid answers?
5. Does Tr develop the culture-
related activities included in
the units being studied?
6. What are the possible outco-
mes of the tasks developed by
Tr?
7. Are the instructions given
by Tr perceived by the evalua-
tor as low-context or high-con-
text messages?

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367
8. How are proxemics and
chronemics perceived among
Tr and Ss?
9. Does Tr provide culturally-
sensitive feedback?
10. Are there any cultural mi-
sunderstandings? If so, what
causes them? How does Tr re-
solve them?
Other comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Appendix 2: Questionnaire for learners
El siguiente cuestionario está dirigido a los estudiantes del Nivel 8 del pro-
grama de Cursos de Conversación de la Universidad de Costa Rica. El propósito
es reunir insumos sobre la percepción de la importancia de la enseñanza de la
cultura en los cursos libres de inglés que ofrece la UCR en este nivel en especíco.
La siguiente encuesta es total y completamente anónima. Asimismo, si considera
que no se siente en capacidad de contestar una pregunta o simplemente no se
siente a gusto con la información solicitada, puede dejar la respuesta en blanco.
Edad: _______ Nivel desde el cual inició este programa: _______
Instrucciones. Para esta primera parte, por favor contestar las siguientes
preguntas con Sí o No.
Pregunta Sí No
1. ¿Se aprende sobre cultura en esta clase?
2. ¿Se dan explicaciones sobre las diferencias culturales entre las culturas angloparlantes
y Costa Rica de una manera explícita?
3. ¿Contiene el material utilizado en clase un componente fuerte de cultura?

Revista de Lenguas ModeRn as, n.° 28, 2018 / 343-371 / issn: 1659-1933
368
4. ¿Se han dado explicaciones explícitas sobre cómo participar en ciertos contextos
sociales (fuera de la cultura costarricense)? Por ejemplo, ¿se han dado explicacio-
nes sobre “cómo y cuándo utilizar el lenguaje verbal y no verbal para felicitar a
algún conocido por haber tenido un bebé?
5. ¿Se han dado explicaciones explícitas sobre el porqué las personas angloparlan-
tes tienen ciertas creencias que los motivan a vivir su vida de una manera diferente
a la costarricense? Por ejemplo, ¿se ha explicado por qué los estadounidenses creen
en el “Sueño Americano”?
6. ¿La docente ha dedicado tiempo en clase para enseñar cultura explícitamente?
7. ¿Se debería enseñar la cultura del idioma meta en una clase?
8. ¿Cree que las clases deberían integrar más componentes culturales?
Para la segunda parte, les solicitamos contestar estas preguntas con toda la
información que puedan proveer. Sus respuestas enriquecerán tanto este curso
como el programa en sí.
1. Complete la siguiente frase. Aprender sobre cultura es aprender:
______________________________________________________________________
2. ¿Qué conocimientos culturales ha aprendido en esta clase? Por favor men-
cione alguno en especíco.
______________________________________________________________________
3. ¿Considera que la enseñanza de la cultura es necesaria para desarrollar la
competencia oral? ¿Por qué?
______________________________________________________________________
4. ¿Cuál es el componente cultural más contrastante con la cultura costarri-
cense que ha aprendido en este curso?
______________________________________________________________________
5. ¿Cuál es su grado de satisfacción del 1 al 10 con respecto a la enseñanza
de componentes culturales en este curso en especíco? (1= no satisfecho/ 10=muy
satisfecho) ¿Cómo justica su calicación?
______________________________________________________________________
6. ¿Cuál es su grado de satisfacción del 1 al 10 con respecto a la enseñanza
de componentes culturales en el Programa de Cursos de Conversación? (1= no
satisfecho/ 10=muy satisfecho) ¿Cómo justica su calicación?
______________________________________________________________________

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369
7. ¿Tiene alguna recomendación para el docente de este curso para aumentar,
mantener o disminuir el componente de la enseñanza de la cultura en este nivel?
______________________________________________________________________
8. ¿Tiene alguna recomendación para el Programa de Cursos de Conversa-
ción de este curso para aumentar, mantener o disminuir el componente de la
enseñanza de la cultura en este programa?
______________________________________________________________________
¡Muchas gracias!
Appendix 3: Questionnaire for the course instructor
El siguiente cuestionario está dirigido a la docente del Nivel 8 del programa de
Cursos de Conversación de la Universidad de Costa Rica. El propósito es reunir
insumos sobre la percepción de la importancia de la enseñanza de la cultura en los
cursos libres de inglés que ofrece la UCR en este nivel en especíco. Si considera
que no se siente en capacidad de contestar una pregunta o simplemente no se sien-
te a gusto con la información solicitada, puede dejar la respuesta en blanco.
Número de veces que ha impartido este nivel: _______
Año desde el cual trabaja para el programa: _______
Instrucciones. Para esta primera parte, por favor contestar las siguientes
preguntas con Sí o No.
Pregunta Sí No
1. ¿Enseña cultura en esta clase?
2. ¿Da explicaciones sobre las diferencias culturales entre las culturas angloparlan-
tes y Costa Rica de una manera explícita?
3. ¿Considera que el material utilizado en clase contiene un componente fuerte de
cultura?
4. ¿Ha brindado explicaciones explícitas sobre cómo participar en ciertos contextos
sociales (fuera de la cultura costarricense)? Por ejemplo, ¿ha dado explicaciones
sobre “cómo y cuándo utilizar el lenguaje verbal y no verbal para felicitar a algún
conocido por tener haber tenido un bebé?

Revista de Lenguas ModeRn as, n.° 28, 2018 / 343-371 / issn: 1659-1933
370
5. ¿Ha dado explicaciones explícitas sobre el porqué las personas angloparlantes tienen
ciertas creencias que los motivan a vivir su vida de una manera diferente a la costarricense?
Por ejemplo, ¿ha explicado por qué los estadounidenses creen en el “Sueño Americano”?
6. ¿Ha dedicado tiempo en clase para enseñar cultura explícitamente?
7. ¿Considera que se debería enseñar la cultura del idioma meta en una clase?
8. ¿Cree que las clases deberían integrar más componentes culturales?
Para la segunda parte, les solicitamos contestar estas preguntas con toda la
información que puedan proveer. Sus respuestas enriquecerán tanto este curso
como el programa en sí.
1. Complete la siguiente frase. Enseñar cultura es enseñar sobre:
_____________________________________________________________________
2. ¿Qué conocimientos culturales ha enseñado en esta clase? Por favor men-
cione alguno en especíco.
______________________________________________________________________
3. ¿Considera que la enseñanza de la cultura es necesaria para desarrollar la
competencia oral? ¿Por qué?
______________________________________________________________________
4. ¿Cuál es el componente cultural más contrastante con la cultura costarri-
cense que ha enseñado en este curso?
______________________________________________________________________
5. ¿Cuál es su grado de satisfacción del 1 al 10 con respecto a su práctica do-
cente en términos de la enseñanza de componentes culturales en este curso en
especíco? (1= no satisfecha/ 10=muy satisfecha) ¿Cómo justica su calicación?
______________________________________________________________________
6. ¿Cuál es su grado de satisfacción del 1 al 10 con respecto a su práctica do-
cente en términos de la enseñanza de componentes culturales en el Programa de
Cursos de Conversación? (1= no satisfecha/ 10=muy satisfecha) ¿Cómo justica
su calicación?
______________________________________________________________________
7. ¿Tiene alguna recomendación para el programa de este curso para au-
mentar, mantener o disminuir el componente de la enseñanza de la cultura en
este nivel?
______________________________________________________________________

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371
8. ¿Tiene alguna recomendación para el Programa de Cursos de Conversa-
ción de este curso para aumentar, mantener o disminuir el componente de la
enseñanza de la cultura en este programa?
______________________________________________________________________
¡Muchas gracias!