This study sought to explore the degree of convergence between EFL teachers’ self-reported and enacted culture teaching techniques and the reasons for possible incongruities as perceived by them. Data were collected from 10 teachers through a three-stage process of pre-lesson interviews, classroom observations, and post-lesson interviews. Anchored in qualitative content analysis, a compound taxonomy comprising six elements (i.e., agent, medium, interaction, modality, pedagogical objective, and cultural orientation) emerged to describe the participants’ self-reports about culture teaching techniques in five categories – namely contrast, authentic material, group work, codeswitching, and role play. Field observations further suggested inconsistencies between teachers’ self-reports and their class performance. Following rationales disclosed by the teachers, areas of dissonance were attributed to institutional policies/time constraints, learners’ religious beliefs, disinterest in the target culture, and low language proficiency, as well as teachers’ subjective judgment of local culture. The participants’ particular set of self-reports was explained in light of their action-based, affective, communicative, and comprehension-based orientations to culture teaching. The inconsistencies between their self-reports and practices were also justified with regard to institution-, learner-, and teacher-related factors. The paper concludes with discussing the implications of the study and providing suggestions for further research.

本研究旨在探讨英语教师的自我报告和制定的文化教学技术之间的融合程度，以及他们认为可能出现的不一致的原因。通过三阶段的课前面试，课堂观察和课后面试，收集了10名教师的数据。在定性内容分析的基础上，出现了由六个要素（即主体，媒介，互动，情态，教学目标和文化取向）组成的复合分类法，用于描述参与者关于文化教学技术的自我报告，分为五个类别，即对比，真实的材料，团队合作，代码转换和角色扮演。实地观察进一步表明，教师的自我报告和他们的课堂表现之间存在矛盾。根据教师公开的理由，不协调的领域归因于制度政策/时间限制，学习者的宗教信仰，对目标文化的不满和语言能力低下以及教师对当地文化的主观判断。根据参与者对文化教学的基于行动，情感，交流和理解的取向，对他们的特殊自我报告进行了解释。他们的自我报告与实践之间的不一致在机构，学习者和教师相关因素方面也得到了证明。本文最后讨论了该研究的意义并为进一步的研究提供了建议。对目标文化不感兴趣，语言水平较低，以及教师对当地文化的主观判断。根据参与者对文化教学的基于行动，情感，交流和理解的取向，对他们的特殊自我报告进行了解释。他们的自我报告与实践之间的不一致在机构，学习者和教师相关因素方面也得到了证明。本文最后讨论了该研究的意义并为进一步的研究提供了建议。对目标文化不感兴趣，语言水平较低，以及教师对当地文化的主观判断。根据参与者对文化教学的基于行动，情感，交流和理解的取向，对他们的特殊自我报告进行了解释。他们的自我报告与实践之间的不一致在机构，学习者和教师相关因素方面也得到了证明。本文最后讨论了该研究的意义并为进一步的研究提供了建议。他们的自我报告与实践之间的不一致在机构，学习者和教师相关因素方面也得到了证明。本文最后讨论了该研究的意义并为进一步的研究提供了建议。他们的自我报告与实践之间的不一致在机构，学习者和教师相关因素方面也得到了证明。本文最后讨论了该研究的意义并为进一步的研究提供了建议。