The Role of Cultural Context in Second Language Learning: An Exploratory Qualitative Study of EFL Learners at the University of Duhok

Abstract

Learning of languages not only includes the learning of grammatical rules, vocabulary, and pronunciation but it is also a social and cultural activity in which the learners learn how to use the language to express their meanings, values, beliefs, and social relations. The relation between language and culture thus has become a major issue in second and foreign language education. In this regard, the present study examines the perceptions of EFL learners regarding the influence of culture on second language learning and communication among the university of Duhok students in the Kurdistan Region of Iraq. The research utilized a qualitative exploratory case-study design. The participants of the study were 12 fourth-year EFL pre-service teachers, with eight females and four males, who had learned English as a foreign language for about 8–10 years. Purposeful sampling was used to select the participants. The data were collected using semi-structured interviews with 10–12 open-ended questions. Analysis of data was done using the six-phase thematic analysis approach by Braun & Clarke (2006). The participants linked cultural awareness to the acquisition of contextual meanings, enhancing intercultural communication, proper interpretation of language, and widening perspectives. The results reveal that participants believed that language and culture are interwoven since language mirrors and conveys the cultural values, beliefs, and traditions. The study also points out the significance of socialization, cultural awareness, and effective communication in learning a second language. It is concluded from the research that culture must be included in EFL education as part of the process rather than an extra element. It suggests that teachers should use culturally contextualized materials, intercultural activities, authentic communication, and comparative culture without cultural stereotypes.