Tóm t t: Cho đến nay, nhiều công trình nghiên cứu
khoa học đã cho thấy mối quan hệ khăng khít giữa
ngôn ngữ, tư duy và văn hóa. Yếu tố văn hóa đã được
bàn luận rất nhiều trong quá trình giảng dạy ngoại ngữ.
Tuy nhiên, ở Việt Nam, chúng ta dường như chưa quan
tâm đúng mức đến yếu tố này trong kiểm tra đánh giá
năng lực ngoại ngữ. Việc kiểm tra đánh giá kết quả và
năng lực của người học cũng như cách thức ra đề của
giáo viên cũng thể hiện nét văn hóa đặc thù của cộng
đồng sử dụng ngôn ngữ đó. Nếu chúng ta quan tâm
đến yếu tố văn hóa trong dạy và học tiếng thì chúng ta
cũng phải xem xét lại sự ảnh hưởng của yếu tố văn
hóa đối với kiểm tra và đánh giá. Bài viết này không đề
cập đến các định nghĩa, cách phân loại kiểm tra cũng
như các tiêu chí đánh giá mà chỉ nêu lên một số nhận
xét về sự ảnh hưởng của yếu tố văn hóa đến chất
lượng kiểm tra đánh giá của người dạy va người học
tiếng. Bài viết bao gồm 5 phần nội dung là 1. Mối quan
hệ giữa ngôn ngữ, văn hóa và tư duy; 2. Yếu tố văn hóa
trong nội dung bài kiểm tra; 3. Yếu tố văn hóa trong
cách thức chấm bài của giáo viên; 4. Yếu tố văn hóa
trong quan niệm kiểm tra, thi cử của người học; 5. Thế
nào là xét đến yếu tố văn hóa trong kiểm tra, thi cử
tiếng Anh.
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Tiu ban 1: Đào to chuyên ng
64
YẾU TỐ VĂN HÓA
TRONG KIỂM TRA VÀ ĐÁNH GIÁ MÔN HỌC TIẾNG ANH
Lê Phng Giang
Trường Đại học Hà Nội
Tóm t
t: Cho đến nay, nhiều công trình nghiên cứu
khoa học đã cho thấy mối quan hệ khăng khít giữa
ngôn ngữ, tư duy và văn hóa. Yếu tố văn hóa đã được
bàn luận rất nhiều trong quá trình giảng dạy ngoại ngữ.
Tuy nhiên, ở Việt Nam, chúng ta dường như chưa quan
tâm đúng mức đến yếu tố này trong kiểm tra đánh giá
năng lực ngoại ngữ. Việc kiểm tra đánh giá kết quả và
năng lực của người học cũng như cách thức ra đề của
giáo viên cũng thể hiện nét văn hóa đặc thù của cộng
đồng sử dụng ngôn ngữ đó. Nếu chúng ta quan tâm
đến yếu tố văn hóa trong dạy và học tiếng thì chúng ta
cũng phải xem xét lại sự ảnh hưởng của yếu tố văn
hóa đối với kiểm tra và đánh giá. Bài viết này không đề
cập đến các định nghĩa, cách phân loại kiểm tra cũng
như các tiêu chí đánh giá mà chỉ nêu lên một số nhận
xét về sự ảnh hưởng của yếu tố văn hóa đến chất
lượng kiểm tra đánh giá của người dạy va người học
tiếng. Bài viết bao gồm 5 phần nội dung là 1. Mối quan
hệ giữa ngôn ngữ, văn hóa và tư duy; 2. Yếu tố văn hóa
trong nội dung bài kiểm tra; 3. Yếu tố văn hóa trong
cách thức chấm bài của giáo viên; 4. Yếu tố văn hóa
trong quan niệm kiểm tra, thi cử của người học; 5. Thế
nào là xét đến yếu tố văn hóa trong kiểm tra, thi cử
tiếng Anh.
Abstract: Research done by linguists, sociologists
and methodologists has shown that language, thinking
and culture are closely interrelated. So far, the cultural
aspect of the foreign language teaching and learning
process has been greatly discussed. Although testing
and evaluation, an important link of the process, have
cultural features of the community using the language,
insufficient attention has been paid to the incorporation
of cultural factors into designing and organizing tests in
Vietnam. If we are interested in the cultural aspect of
language learning and teaching, we need to examine
how culture influences testing and evaluation. In this
paper, the writer does not discuss definitions, methods
of classifying tests or testing techniques for four skills
or language knowledge (grammar, phonetics or
vocabulary, etc.). The paper is structured into five parts
as follows: 1. The relationship among language, culture
and thinking; 2. The cultural factor in the contents of
tests and examinations; 3. The cultural factor in
organizing and marking tests and exams; 4. The
cultural factor in students’ concept of testing and doing
exams; 5. What considering cultural issues in English
tets and exams means.
CULTURAL INFLUENCE
ON ENGLISH TESTING AND EVALUATION
Introduction
Many studies into cross-cultural issues have
raised awareness of curriculum designers, writers
and teachers to the cultural and social differences
across different countries and to how dangerous
this breeding ground of mistakes could be. As a
result, more attention has been paid to the issue
and areas such as sociolinguistics have influenced
the field of TESOL (Teachers of English to
Speakers of Other Languages). However, in
Vietnam, even in universities specializing in
foreign studies, pragmatics and sociology have not
gained much space in the curriculum in general
and appropriate attention has not been paid to the
integration of cultural factors into designing and
organizing tests and exams in particular. The
materials and teaching styles are supposed to
focus on language use. Students often face lack of
awareness of cultural differences between English
speaking countries and Vietnam. In Vietnam, all
of the materials being used for teaching and
testing are imported and commercially produced
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
65
for large and non-specific international audiences.
Therefore, differences in pragmatic and
sociolinguistic rules of Vietnamese speakers and
English speakers are not explicitly catered for.
The seriousness of the problem reinforces the
need to share the author’s humble knowledge and
experience to persuade people to pay appropriate
attention to the cultural issues in English testing
and examinations in Vietnam. This paper reviews
the current literature on the relationship between
culture and language. It consists of five parts. The
first part analyzes the relationship among
language, culture and thinking. The second part is
on the cultural factor in the contents of tests. The
third part mentions the cultural factor in test
organizing and marking. The fourth part discusses
the cultural factor in students’ concept of testing
and doing exams. The last part indicates what
considering cultural issues in English tests and
exams means and gives a conclusion.
1. The relationship among language, culture
and thinking.
Language, the product of society, has been
developed to meet the need for communication
and interaction in our human society, and is
regarded as a human tool of thinking. Its
development has gone parallel with that of
mankind. It is a reflection of reality and historical
changes and a means of preserving experience,
knowledge and customs belonging to mankind
from generation to generation. Anyone, who was
born and grew up in his mother tongue
environment or any community with its own
language, is influenced by its lifestyles, ways of
thinking and communicating ideas. It is a fact that
ways of seeing life and work and dealing with
everyday issues represent typically cultural
features of a certain community and these facts are
reflected in the way people organize thoughts and
communicate ideas in writing and speaking in the
community of the language. In other words,
language, culture and thinking are closely linked.
Valdes J.M (1986) viewed these three aspects as
three sides of a triangle. Language is not simply
dry signs illustrated in the form of texts or sounds
we receive through our auditory system, but it
conveys many vividly cultural and social
meanings. It is a living form and is no longer alive
without cultural and social elements. Wardhaugh
(1986) asserted that any language research which
does not take cultural and social factors into
account is one-sided and deviated. Therefore,
“when a language learner acquires a language, he
also goes native and approaches a new culture.”
(Brown, 1991). According to Freeman (1991), if
the culture of the L1 learner has a number of
similarities to that of the target language, the
learner may enjoy many advantages. Also, the
bigger the gap between the two cultures is the
more difficulties the learner will have. Walscott
(1999) indicated that when one has to change his
language, it means that he has to change both his
culture and himself. It has been shown that when
one succeeds in acquiring a language, his cultural
identity is more or less assimilated into the culture
of the target language. This can be easily
understood when we compare advantages and
disadvantages for the learner with or without
coming into contact with the community of the
target language.
For this reason, an English test for Vietnamese
students studying English in Vietnam has different
results as compared with those of the same test
applied to Vietnamese students taking English
courses of the same level in the USA or Australia.
Accordingly, the contents of English tests and
exams need to be considered in the aspects as
follows.
2. The cultural factor in the contents of tests
and examinations
Vocabulary is said to comprise the most deeply
cultural identity and often go through the most
historical changes in the development history of
Tiu ban 1: Đào to chuyên ng
66
language. It has kept pace with progress and
advances in mankind’s science, civilization and
social consciousness. Comparing today’s modern
English dictionaries with the old ones in the past,
we will recognize the expansion of copious
vocabulary. On the other hand, words and
expressions have changed their meanings with
time. Thus, if the learner can not keep himself up-
to-date with changes in the target language or be
exposed to the culture of its community, he may
misunderstand the usage of spoken and written
words and expressions of the target language.
Take the survey into the problems of foreign
students with TOEFL as an example, many
experts of testing institutions in the USA received
overseas students’ mail complaining about their
difficulties in the ways of communicating ideas
and thinking through the usage of language in
American style rather than about such problems
with language aspects as grammar and phonetics.
Apparently, this is not only a language barrier but
a cultural obstacle for candidates as well.
Candidates may get confused when there are too
many slangs, idioms, dialects or jargons in the
English test and there are no equivalents in their
mother tongue. In addition, the organizations of
ideas and the presentation of arguments bear
clearly cultural imprints as language, culture and
thinking are inseparable. If not familiar with
native ways of thinking and communicating ideas,
candidates may not be able to answer the
questions like “What is the writer’s purpose?”,
What can be inferred from the passage?” or “What
is the writer’s attitude?”. In general, if we have
clear statistics, we will learn that students often
have more problems with vocabulary usage and
writing in native speakers’ style than phonetics
and grammar because these are less changeable.
For instance, supposing that there are no contexts
and situations, students may not be familiar with
the informal and liberal style Americans use in
their conversations. A student might not fully
understand the meaning of the expression “no
way” even though he can hear it clearly in a
listening American –English test. Only by
observing the style of American communication,
especially among university students, can we
discover that this expression is very common in an
informal conversation and has similar meanings
like “wait for it’, “come back next year”, “do not
jump to conclusions”, ect. Although hearing
expressions clearly, students still might be too
confused to choose the right answer to express the
speaker’s attitude. Valdes (1994) and Finguera
maintained that English testing and examinations
present a bias towards culture and in reality,
candidates may face obstacles if they are less
exposed to the native speaking environment in the
process of language learning. In short, language
testing means testing cultural knowledge of the
target language.
3. The cultural factor in organizing and
marking tests
Such testing criteria as reliability, practicality
and validity are much spoken of; however, the
application of these criteria is inevitably
influenced by culture in practice. At present, the
methods of testing and evaluation in Vietnam are
still formalistic and tend to focus on marks and
scores rather than the quality.
Brown (1991) mentioned the influence of
cultural differences on studying, diplomas and
examinations. For example, in Asian society
where collectivism is highly appreciated,
certificates, diplomas and degrees serve as a
means to gain prestige, reputation or a passport to
career opportunities. It is this belief that the aim of
testing is to get a diploma or a degree, no matter
what its true value is whereas in an individualism
society, a diploma merely has a symbolic value
and it is the competence that truly matters.
This belief has a great impact on the quality of
testing and evaluation. In Vietnam, many tests and
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
67
examinations do not really reflect the quality of
teaching and learning. They created extrinsic
motivation rather than intrinsic motivation for
students. Nevertheless, facts have shown that it is
the intrinsic motivation that maintains students’
interests, attempts and efforts.
Now, the fact that the majority of Vietnamese
teachers adopt tests with keys designed by foreign
teachers for tests and examinations at their school
may create an opportunity for their students to
cramp and swot for exams. This may cause their
students to assign one another to learn tests by
heart and help one another to cheat in exams.
There are also problems with marking tests. As
achievement test are different from other kinds,
these tests must be acceptedly match what has
been learnt and taught so that students might be
able to overcome their weaknesses and
complement their shortcomings. However, most
Vietnamese teachers lay an emphasis on marks
and often do not analyze whether their tests are
good or bad and suitable or not suitable. We
should bear in mind that teachers’ feedbacks play
an important role in motivating and encouraging
students to study with enthusiasm. If
inappropriately used, feedbacks may demotivate,
discourage or take away their direction and trust in
teachers’ assessments.
Looking at tests with feedbacks from foreign
teachers, we can notice the differences in styles
and views, which indicates differences in culture.
For example, comments and marks are often
written at the end of the exam paper to respect
students’ privacy. The results of final exams can
be sent directly to students or publicly informed
without names being shown or only giving
students’ index number or the number on their
identity card in order that students may not lose
their face or avoid unfavorable and negative
comments. Foreign teachers often express their
appreciation of students’ ability to think
independently and students are believed to take a
test or an exam to discuss and exchange ideas with
teachers but not to copy teachers’ models.
Therefore, in writing and speaking tests, foreign
teachers often focus on the content, idea
organization, logicality and the overall plan rather
than grammatical and phonetic accuracy.
Normally, they deal with the mistakes that
negatively affect students’ communication skills.
As a result of this approach, students can be more
relaxed and confident to express their ideas in
their exam papers. On the contrary, from the
Asian point of view in general and Vietnamese
one in particular, teachers are thought to have
responsibility for providing models for students.
Students expect their teachers to give them
speaking and writing models to swot for exams.
Because of this belief, it is highly unlikely that
students’ creativity and critical thinking will be
developed.
4. The cultural factor in students’ concept of
testing and doing exams
In Vietnam, the most common way of teaching
pupils from an early age is listening to teachers’
explanations and hardly ever expressing their own
ideas if not asked to do so. Consequently, they
may not get used to speaking in public or
presenting their own ideas and arguments. For
instance, in speaking and writing tests, many
students are too afraid and shy to give relevant
answers to questions with clarity and they often
psychologically fear that they will make mistakes
and get low marks since teachers expect more
accuracy than fluency.
When it comes to the influence of personality
factors on the language learning process, Brown
(1994) observed that there are more Asian
students adopting the strategy of error avoidance
than their counterparts in other parts of the world.
They feel that they are more likely to be hurt in
communication if what they present or write is not
Tiu ban 1: Đào to chuyên ng
68
favoured and given high marks. Hence, marks and
scores might not truly show students’
communicating competence in the target language.
Due to that fact that Vietnamese students have
hardly ever got accustomed to communicating
ideas in public since an early age, they tend to be
nervous, afraid and stressful in oral exams,
especially the exams organized, supervised and
judged by foreign examiners in which problems
like cheating and helping each other to cheat are
more unlikely to happen.
It is crucial to stress that the English language
that both Vietnamese teachers and students speak
or write is an interlanguage, the result of our
mother tongue coming into contact with one or
more varieties of English (British-American
English, Australian-English.etc.) and to create
Vietlish. This interlanguage is also the result of
cultural contacts and assimilation. Schuman
(1982) believed that the creation and development
of this interlanguage is a process in which students
get adapted to aculturation in the target language.
If the language learner does not live in a native
speaking environment, there is slight possibility
that the mother tongue will be assimilated.
Actually, the development process of
interlanguage, which is called “enculturation”,
takes place more slowly. On condition that both
teachers and learners are rarely exposed to
authentic English, it might be hard for their
language to be highly developed. In practice,
Vietnamese teachers can understand what our
students say and write because we share the first
language, ways of thinking and culture, but our
assessment of the “so-called English” or
“interlanguage” mentioned above might be limited
due to the lack of objectivity.
5. What considering cultural issues in tests
and examinations means
As discussed and analyzed above, English
testing assesses not only language levels of
proficiency but also cultural knowledge of the
target language. In the language learning process,
if the learner does not pay attention to cultural
factors shown through the usage of idioms,
phrases, simile, metaphors, metonymy or
communicating ideas in native style, he will
probably have trouble in doing tests and exams.
The most ideal condition to enable the learner to
be aware of cultural influence on tests and exams
is the required coordination between the teacher
and the test designer to identify what language
level of proficiency the learner is at and how
sensitive he is to culture. If a native teacher with a
great deal of experience in EFL and a good
understanding of the learner’s culture designs and
selects tests and exams which are culturally
suitable for the learner, the result will definitely be
very satisfactory. Because tests and exams
designed by foreigners or native speakers do not
mention which culture candidates belongs to, the
organizer, the examiner or the judge has to
anticipate candidates’ sensitivity to cultural
differences when using them. For example,
Vietnamese candidates might be puzzled when
asked to discuss the advantages of using a credit
card and a traller’s cheque as they are less familiar
with this concept. Besides, in everyday practice,
teachers should incorporate culture into lessons
and discuss cultural questions relating to the
cultural usage of expressions and idioms so as to
make it possible for students to explore and
discover the cultural characteristics in the target
language and help improve their language
sensation. Teachers themselves should analyze
mistakes in the exam in a proper way. According
to Corder (1993), making errors and mistakes is a
a natural phenomenon and inevitable in the
development process of acquiring interlanguage of
students and it should be noted that mistakes in
communication due to misusing contexts and
misunderstanding cultural and social meanings are
truly serious. Only by trying these approaches, can
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