Teaching Practice and Cultural Difference of an English as Foreign Language Classroom in Taiwan

Uninterrupted interactions of merchants and travelers from different countries stress the significance of English. The purpose of the study was to investigate what cultures and teaching practices are different between native English-speaking teachers and Taiwanese senior high school students. Three native English-speaking teachers and six Taiwanese senior high school students in Taichung city participated in this study. Data were collected through native English-speaking teachers’ and Taiwanese senior high school students’ interviews and non-participant classroom observation. Results showed that American teachers lack of diversified cultures, not dealing with the complicated classroom situations. Students were accustomed to Grammar Translation Method “GTM” instead of the Communicative Language Teaching “CLT.” Scarcity of understanding diversified cultures and large classes were major difficulties for both teachers and students. The implications of the study were discussed and some recommendations were made to assist local English teachers and senior high school students in addressing their teaching or learning English.

materials, meanwhile, is crucial because the cultural content of the language materials and the cultural basis of the teaching approach should be integrated (Genc & Bada, 2005).

Statement of Problems
Research concerning the cultural differences in Taiwanese EFL senior high school speaking classes taught by native English-speaking teachers is comparatively rare and worth investigating (Wu & Ke, 2009).Ho (2004) argues convincingly that cultural understanding requires a reflection on one's own culture and on the cultures of others.To create opportunities for socialization among students is crucial if teachers and students are to benefit from the intercultural classroom (Holmes, 2004).

Study Purpose and Research Questions
The main purpose of this qualitative study is to address what cultures and teaching practices are different between native English-speaking teachers and Taiwanese senior high school students.Secondly, it relates the Taiwanese senior high school students' perceptions of their native English-speaking teachers in English speaking classes.The third section deals with the difficulties encountered by the Taiwanese senior high school students and their native English-speaking teachers in English speaking classes.The final section lays out how the Taiwanese senior high school students adjust their learning strategies and how their native English-speaking teachers adjust their instruction in English speaking classes.Accordingly, the research questions are as follows: 1. What instructional contents and methods are employed by the native English-speaking teachers in the senior high school's English speaking classes?
2. What do the Taiwanese senior high school students expect of their native English-speaking teachers in English speaking classes?
3. What are the difficulties encountered by the Taiwanese senior high school students and their native English-speaking teachers in English speaking classes? 4. How do the Taiwanese senior high school students adjust their learning strategies and how do their native English-speaking teachers adjust their approaches in English speaking classes?

Review of the Related Literature
Numerous experts and scholars explain the definition of culture.Heuberger (2001) underpins that culture is often viewed as the behaviors, beliefs, values and attitudes of various groups; broadly defined, culture can be defined as the way things are done within any group.Lindsey and Beach (2002) regard culture as: "Human behavior is immensely varied, and the variations are fundamentally determined by culture.Culture is a human society's total way of life; it is learned and shared and includes the society's values, customs, material objects, and symbols."(p.59) Turkey's linguist, Cakir (2006), states that culture means different things to different people.Flewelling (1994) suggests that culture is the study of a people's customs, manners, values, and beliefs.Chastain (1988) describes culture is the way people live.Bentahila and Davies (1989) explain that it is the sort of knowledge people need in order to use the language for communication.Furthermore, Peck (1998) advocates that culture is an accepted and patterned manners of a given people in a discourse community, delivering a common social space and history, and common imaginings.
In addition, linguists explain the relationship between language and culture.Jiang (2000) points out that language is an element of culture, and plays an essential role in it.She points out that culture will be impossible without language, and that language and culture influence and shape drastically.Liddicoat (2003) advocates that language and culture interact directly and that all levels of language use and structures are delivered by culture.In Mitchell and Myles' (2004) words, language and culture are inseparable, providing support for the development of the other.Kramsch (1998) underpins that the cultural reality is obviously expressed and embodied, showing that language and culture are intertwined rigidly.Also, Nida (1998) suggests that "Language and culture are two symbolic systems.Everything we say in language has meanings, designative or sociative, denotative or connotative.Every language form we use has meanings, carries meanings that are not in the same sense because it is associated with culture and culture is more extensive than language."(p.29).
However, Heuberger (2001) advocates that cultural differences are always crucial and polemical because of lacking of knowledge and understanding of cultures and the misconception of race and ethnicity.Cultural differences can be found in differing living conditions, relationships, emotions, working styles, teaching, raising children, and ruling a society, to name a few; simply, some ways of life or habits that are practiced in eastern cultures may seem bizarre in western cultures, and vice-versa.(Heuberger, 2001).Hall (1976) underscores that cultural differences in the use of language and context in communication, stating that one of the main distinctions between cultures has been the notion of high and low context cultures depending on the degree to which meaning comes from the settings or from the words being exchanged.Hall (1976) proposes that "A high context (HC) communication or message is one in which most of the information is already in the person, while very little is in the coded, explicitly transmitted part of the message.A low context (LC) communication is just the opposite; i.e., the mass of the information is vested in the explicit code."(p.91).Also, collectivistic culture usually stands for high context, and individualistic culture usually represent low context (Hall, 1976).
As for the teaching methods, according to Richards and Rodgers' (2005) word, the Grammar-Translation Method was the dominant method in foreign language teaching in Europe from the 1840s to the 1940s.Thus, EFL learners or teachers now regard the grammar translation method as traditional instruction.Brown (2001) addresses that "The Grammar Translation Method remarkably withstood attempts at the outset of the twentieth century to "reform" language teaching methodology, and to this day it is practiced in too many educational contexts."(p. 18).Moreover, Communicative Language Teaching (CLT) was first regarded as a methodology in England in 1970.communication, and its purpose is to develop learners' communicative competence.Brown (2007) defines CLT as "an approach to language teaching methodology that emphasizes authenticity, interaction, student-centered learning, task based activities, and communication for the real world, meaningful purposes."(p.378).Canale and Swain (1980) and Hymes (1972) suggest that CLT emphasizes communicative competence referring to an ability to use the language for in real scenarios purposes.Thus, "Both American and British proponents now see it as an approach that aims to (a) make communicative competence as the goal of language teaching and (b) develop procedures for the teaching of the four language skills" (Richards & Rodgers, 1986, p. 66).

Setting
The settings of the study were three different English speaking classes of six senior high school students who are in grade ten in Taichung city.It was a required course in the first and second semesters.The course was taught once a week on Monday and Wednesday afternoon from 13:00 to 15:00 for 40 weeks from September 2010 to June 2011.The course aimed at enhancing students' speaking abilities.

Research Design
Denzin and Lincoln (2003) mention that qualitative research, a sort of scientific research, consists of an investigation which responds answers to a question, utilizes a predefined set of procedures to answer the question methodically, collects evidence, and reveals findings that were not determined in advance.The non-participant observation and semi-structured interview method of this study commenced in November, 2010 and ended in August, 2011.Twelve times of observation (50 minutes) of the senior high school students started at the Nobel Senior High School in Taichung, Taiwan on November 1, 2010 and ended on Jun 15, 2011.
A semi-structured interview method was chosen.The interviews were scheduled at individual participants' convenience, and were held over a period of thirty-eight weeks from November 8, 2010 to August 26, 2011.Interviews were limited to about 20 minutes, in consideration of the participants' busy schedules.Responses were noted on the MP4 and later coded for analysis.

Participants
Six senior high school students (3 males) and (3 female), ranging in age from 15 to17 years (M=16years).Most of them have difficulty while speaking English to foreigners.Three native English-speaking teachers are (2 males / USA) and (1 female UK), ranging in age from 26 to 32 years.Also, the demographic information of the participants is listed.Corbetta (2003) articulates that "semi-structured interview is the interviewer who is free to conduct the conversation as he thinks fit, to ask the questions he deems appropriate in the words he considers best, to give explanation and ask for clarification if the answer is not clear, to prompt the respondent to elucidate further if necessary, and to establish his own style of conversation."(p.269).
The research commenced in November, 2010 and ended in June, 2011.The researcher observed the class on November 8, 2010 and ended on Jun 3, 2011.After interviews and transcriptions, it was principal to inspect whether the statements between six Taiwanese senior high school students and three native English-speaking teachers are unity or not.
According to the Dictionary of Sociology (1998), non-participant observation means a research technique where researchers watched the participants, with their knowledge, but without taking any part in the observation.
Without any help at setting, the researcher can directly observe what the real situation is; accordingly, a non-participant observation is the best method to reach the target.

Data Analysis
During the analysis, the researcher read through the interview transcripts, summarizing the informants' views, grouping these summaries, and describing them more precisely under headings.The data were then reexamined in their entirety and coded.During coding, the headings were revised and refined to more accurately reflect the date, and these categories were renamed to reflect the nature of the informants' comments more precisely.

Results
Results from the current study offer a framework for understanding: (1) textbook contents in speaking class; (2) teaching approach; (3) scarcity of understanding diversified cultures; and (4) large class.

Textbooks Contents in Speaking Class
Here are two parts of the interviews.The first part is about the three native English-speaking teachers, and the second part is about six Taiwanese senior high school students.In the first section, the three English-speaking teachers employed the designate textbook " Fan stressed that she has ever lived in Canada, but she still explained: The first textbook is better because it's funnier and I have some experience as the book mentioned when I was in Canada.By the way, the pronunciation of the second textbook is a little different from my learning in Canada.(Fan, August 19, 2011).
Mike, learning English young, had a strong feeling.He noted: Both of the textbooks are quite good because I learn a lot.For example, although I have read books, I still do not understand some cultures like the British "Boxing Day" and Japanese "Gion Matsuri" Festival in Kyoto.With the explanations of my teacher, I get more knowledge.(Mike, August 19, 2011).
The following excerpt from Lisa's interviews displays what she thought: I like "Get Real 2" better because it teaches me easy sentences.And I can understand the short conversation.
But, the second one is hard for me because its content is very chouxiang (abstract) I don't know how to answer.(Lisa, August 26, 2011).
When asked about the textbooks, David commented: I think the second textbook is harder for me because I don't know what they are talking about although there are colorful pictures.I like the first textbook because it has easy grammar.(David, August 26, 2011).
In expressing her views on the textbooks, Annie noted the following: The two textbooks are unique.The first discusses different festivals, foods, and eating habits, dress, and fashion, housing, transportation, education, entertainment, and so one.But, the second is more complicated.For example, I don't understand what extreme ironing is and what the joke "May Day" is until my teacher uses the "Youtube" film.(Annie, August 26, 2011).

Teaching Approach
The following excerpts are from the interviews, including two parts.The first section is about students' interviews.Here are Mark's thoughts.
Er… I don't the way he uses.He told us he had no experience of teach English before coming to Taiwan.He can't speak Chinese, so sometimes, I don't understand his meaning.(Mark, February 21, 2011).
The following excerpt from Fan's interviews displays what she expressed: His teaching style was quite the same as my previous teacher while I was staying in Canada.He used his life experience as the example.After coming back Taiwan, I can't adapt Taiwanese teachers teaching methods because they always focus on complicated grammar and sentence patterns instead of different cultures.(Fan, March 7, 2011).
Mike, a student with an advanced level of Class B, illustrated:  (Lisa, April 27, 2011).
When asked about the teaching approaches, David commented: His teaching is interesting.But, I don't understand sometimes because he speaks very quickly.I use easy words to tell him my ideas.He gives me xinxin (confidence), and he doesn't ma (scold) me.I like his class.(David, May 20, 2011).
In expressing her views on the textbooks, Annie noted the following: Actually, I don't think his teaching methods are systematic.But, he's a nice teacher because he doesn't give us pressure or tests.He likes to tell us his working experience in the U.S. By the way, I enjoy sharing my favorite things with him during speaking class.(Annie, June 3, 2011).
The interviewee differed in his responses to the teaching approach.Alex highlighted: Actually, I don't know the professional term about English teaching approach because my major isn't "TESOL."But, during the teaching process, I try my best to let my students understand the content of the textbook.For example, I'm the best person to answer the question "St.Patrick's Day" because my father is Irish American.You can tell from my last name.I think even though those who are major in "TESOL" don't understand the history of St. Patrick's Day.I encourage them to speak out.I share my learning and working experiences before coming to Taiwan.(Alex, November 8, 2010).
The following excerpt from interviews displays the teaching method Becky employed.
Well… you are quite professional, finding the right person.In fact, I use the Communicative Language Teaching approach to teach my students because I ever took some courses of linguistics while I was a graduate.I think learning languages means to understand different cultures instead of memorizing vocabulary, grammar, or tests.Like, I'm from Scotland, so I'm fond of telling the stories of the kilt.Also, I have taught English in Japan for 4 years, so I understand Japanese culture.During speaking class, my students are active in speaking English, and they don't care about their grammar is correct or not.(Becky, December 6, 2010).
As for the question about the teaching approach, Chris hesitated and said: Eh…Excuse me, teaching approach?Frankly speaking, I have no idea about the teaching approach.But, I have passion while teaching speaking in Taiwan.Though I meet difficulties in class, I use my previous background to make my students figure out like computer science.Besides, I'm good at sports, so I can tell students the exciting events of the MLB and NBA of my hometown.(Chris, January 10, 2010).

Scarcity of Understanding Diversified Culture
All participants totally agree that the individualistic culture of native English-speaking teachers has difficulty balancing into in Taiwanese culture.Moreover, they mention that if native English-speaking teachers do not understand Mandarin or Taiwanese culture, communicating in class can be a handicap for the low-level students.Three of the participants explain their reasons.January 30, 2011).
Two interviewees totally agree that cultures play critical roles during the speaking classes.Mike stressed that: Having read many novels and books, I still misunderstand some cultures.For example, when she's introducing the British "Boxing Day," I think it's a holiday about sports, but it is not.And like the Japanese "Gion Matsuri" Festival in Kyoto, I've no idea about the festival.Luckily, she explains, so I understand.(Mike, March 30, 2011).
Annie, another interviewee, also mentioned that: Cultural content of the textbooks is important.Through this approach, students can realize multi-cultures and express their own cultures to the world.The researcher illustrated his concepts and that the results of the classroom observations were: During speaking class, I notice both students and the teacher misunderstand even though they know the phrase or words.For example, when they are talking about the Taiwanese and American marriage customs, they don't understand the term "bride price" spoken by a male student.They just feel strange why he talks about "bride price."In fact, the term describes the dowry a man pays to a woman when getting married.(Chris, Classroom observation, December 22, 2010).
Students understand Christmas, Halloween, and Thanksgiving, but they may never hear "St.Patrick's Day." So, after the teacher tells the story, they realize that it's celebrated by the Irish in big cities and small towns alike with parades, or wearing of the green.(Alex, Classroom observation, November 1, 2010).
Apart from the American and British festivals, the female teacher introduces Japanese culture like the "Gion Matsuri" festival in Kyoto.No one understands because it's too hard to realize.

Large Class
The three teachers confessed that large classes made it difficult for them to teach effectively.Owing to 40~42 students in a class, it was a Herculean task to ask individual to pay attention to each classmate.Furthermore, they complained much about the classroom management problems that were resulted from over-crowded classrooms.For example, one interviewee remarked: I've never taught speaking in such a large class.It's tough because classroom management becomes a challenge for me.Sometimes, my class is full of chaos.One thing I can't get it why they're also chatting and sniggering while I'm talking about the content of the textbooks.If I ask them to express their ideas, they become quiet.I think if the class is made of 15~20 students, it's easier for me to communicate with them.(Alex, March 21, 2011).
The only female respondent indicated that having high numbers of students in her classes was a major problem.
I can't believe there are 42 students in my class.Frankly speaking, it's hard for me to teach and control them well.I think the school should divide them into two classes depending on their levels.During my class, students with good speaking abilities like to talk about their ideas or thoughts while those who are lack of speaking abilities always keep their mouths shut.It's really a pity!(Becky, April 11, 2011).
In addition, the following comment can help enlighten us on this.
Although I didn't have any teaching experience, I understand students can't practice speaking a lot in this large class because time is limited.Some students without confidence aren't willing to speak out because of their classmates' laughs.Everyone is individual, so they shouldn't be arranged in the same level.(Chris, May 9, 2011).

Discussion and Conclusion
This research studied what cultures and teaching practices are different between native English-speaking teachers and Taiwanese senior high school students.The findings revealed that some Taiwanese senior high students' answers were not affirmative.To begin with, teachers' teaching contents, teaching methods, and teaching competence did not satisfy students.Next, students described that teachers' scarcity of understanding diversified cultures.Furthermore, this study showed the native English-speaking teachers' difficulties when dealing with the large-class management, insufficient teaching hours, and different level students in class.Finally, Wu and Ke (2009) mentioned that language learning and teaching are tied up with instructors and students; hence, they should be suggested to adjust their teaching approaches and learning strategies in different environment.Every individual has weakness, so only by this way can students and teachers benefit from learning and teaching.

Implication of the Study
Based on the findings, here are suggestions.Native English-speaking teachers have to possess solid linguistic knowledge and teaching approaches, understanding different cultures.Taiwanese senior high school students should understand different cultures and accept different teaching methods.The school should augment speaking classes, diminishing the large class.

Figure 1 .
Figure 1.The Flow Chart of the Study Procedures

Table 1 .
Demographic information of the participants (students)

Table 2 .
Demographic information of the participants (teachers)

Students Non-participant Observations Semi-structured Interviews Data Collection Data Analysis English Speaking Classes for Two Semesters Kei
Get Real 2" published by Macmillan Education in 2007 in the first semester of 2010, and they employed the other designate book "Just Listening & Speaking Pre-Intermediate" American Edition published by Marshall Cavendish Education in 2007 in the second semester of 2010.In speaking classes, the three native English-speaking teachers described the topics of the contents according to the textbooks.For example, in the designate textbook "Get Real 2," lesson 1B discusses the festivals around the world, and lesson 10 A addresses customs, taboos, and rules in different countries.Here are the explanations of the themes.Initially, Alex told the interesting event while interviewed.Well, I'm the best person to answer the question because my father is Irish American.You can tell from my last name.A lot of people understand Christmas, Halloween, and Thanksgiving, but they may never hear "St.Patrick's Day."It's celebrated by the Irish in big cities and small towns alike with parades, or wearing of the green.Some communities even go so far as to dye rivers or streams green."St.Patrick's Day" is for thinking about our Saint as well as a time to think of loved ones across the water.It's celebrated on March 17 th because St. Patrick died.It's a religious holiday as well, many Irish attend mass, where March 17th is the traditional day for offering prayers for missionaries worldwide before the serious celebrating begins.(Alex,August15,2011)., Sei, and Jaku" which stand for harmony, respect, purity, and tranquility.Apart from the Japanese festivals, of course, my culture is also important.Everyone knows Christmas, but he or she (I guess) doesn't know the "Boxing Day."It's an important holiday after Christmas.Boxing Day means the families give money or presents to their house helpers.The families put them in boxes.That is the reason why we call the holiday "Boxing Day."Some house helpers work hard at the Christmas party, so they're day off on the day.(Becky,August22,2011).In the second section, the following excerpt from interviews displays what were the thoughts of the six Taiwanese senior high school students.Mark illustrated: Next, Becky, the only native English-speaking teacher from the UK, illustrated the pictures in the textbook vividly because she is adept in Asian cultures especially in Japanese culture and Taiwanese culture.I have taught English for 4 years in Osaka; thus, I understand Japanese Festival very much.For example, my Japanese friend, Miss Fukuda, and I always visited the Gion Matsuri Festival in Kyoto.I saw the traditional Japanese clothes and parades on the street.Also, I do appreciate Japanese tea ceremony because it is full "Wa, She asks us to speak out loudly, expressing our ideas in class.If we don't understand what she says, she'll explain the question slowly and clearly.I like her teaching style very much.(Mike, March 30, 2011).I like Taiwanese teachers' teaching because they explain grammar or words in Chinese if I don't know.I think her fayin (pronunciation) is strange and different Taiwanese teachers.
think she's very professional because she gets strong academic knowledge, background, and teaching experience.She always communicates with us and encourages us.She doesn't enforce us on grammar or vocabulary.
Mark said…If he speaks a little Mandarin or knows Taiwanese culture, I can understand what he wants to say in class.For example, Unit 1B is about firecrackers during the festivals.(Mark,November12,2010).He doesn't understand Taiwanese culture very much even though he ever worked with Taiwanese colleagues in the U.S. For example, Taiwanese stress importance strongly to the environment souring a message.We may not state a message very directly.The meaning of the message is implied, not expressed.In different situations, a given statement could have very different meanings.If he gets Taiwanese culture, it helps him teach.(Annie, One thing that I still remember is that nobody understands what my teacher is talking about even the advanced-level student.It' is more complicated.Like, I don't understand what extreme ironing is and what the joke "May Day" is until he uses the "Youtube" film to explain.(Annie, June 3, 2011).Additionally, classroom observation indicated that Taiwanese senior high school students are lack for understanding cultures.English learning or teaching should not merely focus on grammar, vocabulary, or skills.The teacher must have abundant knowledge of culture, integrating culture into classes.Hence, students not only speak English but understand different traditions and customs in the world because English has become a global language.