CONTENTS

Page No

Declaration
Certificate
Correction Certificate
Detailed Correction Report
Declaration for Plagiarism Check
Acknowledgements
Abstract
List of Figures
List of Tables
CHAPTER – I: INTRODUCTION 1 - 19
1.0 Introduction 01
1.1 History of English Language Teaching in Libya 02
1.2 Definition of Culture 04
1.2.1 The History of Teaching Culture 06
1.3 The Relationship between Culture and Language 07
1.3.1 The importance of teaching and learning culture in foreign
Languages 08
1.3.2 The Impact of Culture on Teaching Language 11
1.3.2.1 Language Affects Culture 12
1.3.2.2 Culture Affects Language 12
1.3.3 Cultural Awareness 13
1.3.4 Cultural Content 13
1.3.4.1 The Importance of Cultural Content in foreign Language
Course-books 13
1.3.5Advantages of Teaching Culture 14
1.3.6 The Role of Culture in Teaching Foreign Language 14
1.3.7 The Integration of Culture in Teaching English Language 15
1.4 Cultural barriers 16
1.4.1 Language and Culture 17
1.4.2 Cultural norms and values 17
1.4.3 The Crowded Environment 18
1.4.4 Stereotypes 18
1.4.5 Values and Beliefs 18
1.4.6 Body Language and Signs and Symbols 19
CHAPTER – II – REVIEW OF LITRATURE 20 - 40
2.0 Introduction 20
2.1 Review of Theoretical Literature 23
2.2 Empirical Studies 29
2.3 Conclusion 40
CHAPTER – III - RESEARCH METHODOLOGY 41 – 65
3.0 Introduction 41
3.1 Statement of the Problem 41
3.2 The Objectives of the Study 41
3.3 Hypotheses of the Study 42
3.4 Questions of the Study 42
3.5 Significance of the study 43
3.6Research Design 43
3.6.1 Population 44
3.6.2Sampling Procedures 45
3.6.3 Sample Size 45
3.6.4 Samples of the Study 45
3.6.4.1 Schools 46
3.6.4.2 Teachers 46
3.6.4.3 Inspectors 46
3.7Data Collection Tools 47
3.7.1 The Samples of the Study 47
3.8 Scope of the Study 47
3.9 The Methodology of the Research 47
3.10 Research Methods 52
3.10.1 Teachers’ Questionnaire 53
3.10.1.1 Construction of Teacher’s Questionnaire 54
3.10.1.2 Validity and Reliability of Teachers’ Questionnaire 56
3.10.1.3 Piloting the Teachers’ Questionnaire 57
3.10.1.4 Benefits of the Pilot study of the Teachers’ Questionnaire 59
3.10.2 Inspectors’ Questionnaire 60
3.10.2.1 Construction and Design of the Inspectors’ Questionnaire 61
3.10.3 Teachers’ Semi-Structured Interview 62
3.11Analyses of Accessibility and Ethical Issues 64
CHAPTER – IV - DATA ANALYSIS AND INTERPRETATION 66– 127
4.1. Introduction 66
4.2. The Objectives of the Study 66
4.3. Teachers’ questionnaire 68
4.3.1. Section-1: Personal (Biographic) Data 68
4.3.2 Section II: Teachers’ Understanding of the Concept ‘Culture’ 75
4.3.3. Section (III): Teachers’ Views and Opinions 80
4.4. Inspectors’ Questionnaire 108
4.4.1 Section one: Questions related to the inspectors profession 108
4.4.2 Section two: Inspectors’ views and opinions on their
responsibilities and relationship with teachers, as well as their
cooperation with the teachers to overcome the difficulties the
face while teaching English at secondary schools 111
4.5 Section Three 122
4.5.1 Semi-Structured Interviews for Teachers 122
CHAPTER – V - FINDINGS, CONCLUSION AND
RECOMMENDATIONS 128– 159
5.0. Introduction 128
5.1 Findings and Discussion of the Teachers’ questionnaire 128
5.2 Findings of Section (III) Teachers Views and Opinions 131
5.3 Inspectors’ Questionnaire 141
5.4 Findings of the Teachers’ Interviews 146
5.5 Conclusion 156
5.6 Limitations of the Study 158
5.6Recommendations 158
BIBLIOGRAPHY 160 - 178
APPENDIX
PUBLICATIONS