On the Iranian Language Learners' Reaction to Learning English Cultural Elements

Learners define the target culture differently hence each have certain attitudes towards the target language, determining how much they learn. This study assessed 244 Iranian EFL learners' reactions to learning English cultural elements with a questionnaire developed based on Ely (1986) and Gardner'(1985) integrative and instrumental motivation, modified according to Gardner's socio-educational model. Results indicated that learners' negative reactions and anxiety towards acquiring the target culture can be a basis for integrating intercultural communication within the classroom and identified the importance of using different strategies, aiding target culture adaptation and reducing cultural stress. (C) 2014 The Authors. Published by Elsovior Ltd.