Sommaire: English Language Proficiency as a Prerequisite to Study British Civilisation by Second Year Students of English

Abstract
List of abreviations
List of figures
List of tables
Glossary
Introductory Chapter
Introduction
1. Background and significance of the study
2.Statement of the problem
3.The hypothesis
4.Basic assumption
5.Objectives of the study
6.Definition of terms
7.Limitations of the study
8.Methodology design
9.Data collecting tools
10.Data analyses
Part A: Literature Review
Chapter one: Culture Teaching
Introduction
I.1.Culture versus Civilisation Terms Use.
I.2.Definition of Culture
I.3. Definition of Culture in the Language Classroom
I.3.1. Culture in Anthropology
I.3.2. Culture as Perceived by Teachers
I.4. Language and culture
I.5.The Historical Background of Culture and Language Teaching.
I.6.Teaching /Learning Culture in FL/SL Classroom
I.7. Importance of Language Culture Teaching/Learning
I.7.1.The Importance of Culture in Communication
I.8.The aim of culture teaching/learning
I.9.To What Extent Culture Should be Taught/Learned?
Conclusion
Chapter Two: English Language Culture Teaching Implication
Introduction
II.1.English Language Teaching in Algeria and its Effect on learners’
Language Proficiency
II.2.English Language Culture Teaching in Algeria.
II.3.What is British Civilisation Module ?
II II.4.Problems of Teaching Culture
II.4.1.Problems Encountered When Teaching Culture.
II.4.1.1.The Culture to Learn Culture
II.4.1.2.The Culture to Teach Culture.
II.4.1.3. The Linguistic Obstacle
II.4.2.Problems Caused by Teaching Culture
II.4.2.1The content
II.4.2.2. Psychological Problems
II.4.2.2.a.Acculturation
II.4.2.2.b. Misunderstanding
II.4.2.2.c.Cultural shock
II.4.2.2.d.Stereotyping
II.5.Language Teachers’ Role to Solve Learners’ Psychological
Problems
II.6.Language Proficiency and Linguistic Competence
II.7.Vocabulary in Language Proficiency and its Effect on Learning
Process
II.8.Aspects of Meaning Needed in Language Com
prehension and
Production
Conclusion
Part B:Field Work
Chapter Three: Students’ questionnaires
Introduction
III.1.Description of students’ questionnaire
III.2.Administration of students’ questionnaire
III.3.Data Analysis
III.4.Findings
Conclusion
Chapter Four:Teachers’ questionnaire
Introduction
IV.1.Administration of the questionnaire
IV.2.Description of teachers’ questionnaire
IV.3.Presentation of data
IV.4.Data Analyses
IV.5.Findings
Conclusion
Chapter Five: Students’ Exam Copies Analyses
Introduction
V.1.Description of exams’ questions
V.2.Students’copies sampling procedure
V.3.Data treatement
V.4.Findings
Conclusion
Recommendations
General Conclusion
Bibliography
Appendices

Extrait du mémoire English Language Proficiency as a Prerequisite to Study British Civilisation by Second Year Students of English

Introduction
English language teaching / learning has increasingly gained a relevant portion in the educational systems all over the world during the last decades. The met challenge, however, arises from the question how to teach the foreign language with its relative culture. An unavoidable step, mainly considering the claims stressing the tie relation connecting both : the foreign language and its culture. Stemming not only as the natural environment of the language, culture performs an important role as an enhancer of the former. Hence, to speak correctly the foreign language, the foreign language learner, has firstly to know about this culture. Once dealing with real classroom situation, the concern is no more to tackle the issue of culture teaching/ learning importance, which becomes an evidence, and /or to evaluate the variant aspects may be generated from its inclusion, but rather to concentrate much efforts to set the question of how to introduce it. Mainly in regard of the required tool to transfer the cultural information, which is the foreign language. Not adequately mastered yet, the language, would represent a new impediment to the foreign language learner, who would face not only a set of information he is not familiar with, but has to process them using a language he handles to a very limited extent. The case of second year students in the department of English at Batna University, who not accustomed to deal with “content courses” like British civilisation, seem meeting difficulties to use their English language proficiency, the unique mediator between them and the cultural information this course presents to them. In the two first chapters constituting the literature review, the interest was firstly to shed the light on the historical background of culture inclusion in the foreign language classroom, and then to denote its aim and importance in the improvement and development of learners’ language proficiency. Secondly, to highlight culture teaching basic requirements as far as problems mainly related to foreign learners’ English language proficiency in general, and with reference to the Algerian context in particular.
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