ABSTRACT Researcher and teacher beliefs towards culture and teaching culture have changed over the last decade. Nowadays, the main objective of language teachers has shifted from teaching communicative competence to intercultural communicative competence. The purpose of this study was to investigate the beliefs and perspectives of a number of Iranian EFL teachers towards incorporating culture teaching into their classrooms. More specifically, the study strived to reveal what Iranian EFL teachers thought about the concept of culture, what cultural information they focused on in their classes, and what obstacles they believed should be removed in order to allocate more time to culture teaching in their classes. The non-random purposive sampling method was used to select the participants for this study. A total number of 10 Iranian EFL teachers with a PhD degree in Applied Linguistics participated in this study. Data were collected through a semi-structured interview and a closed-ended questionnaire based on a 5-point scale. The main finding of this study indicated that even though the Iranian EFL teachers favoured including cultural information in their classes, a number of obstacles prevented them from teaching culture in their English classes. Implications for further study have been provided in the article.

中文翻译：

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伊朗 EFL 教师对将文化融入 EFL 课程的信念和观点

摘要 在过去的十年中，研究人员和教师对文化和教学文化的信念发生了变化。如今，语言教师的主要目标已经从传授交际能力转向跨文化交际能力。本研究的目的是调查一些伊朗 EFL 教师将文化教学融入课堂的信念和观点。更具体地说，该研究试图揭示伊朗英语教师对文化概念的看法，他们在课堂上关注哪些文化信息，以及他们认为应该消除哪些障碍，以便在课堂上分配更多时间进行文化教学。本研究采用非随机目的抽样方法选择参与者。共有 10 名拥有应用语言学博士学位的伊朗外语教师参加了这项研究。通过半结构化访谈和基于 5 点量表的封闭式问卷收集数据。本研究的主要发现表明，尽管伊朗 EFL 教师喜欢在课堂中加入文化信息，但仍有许多障碍阻碍了他们在英语课上教授文化。文章中提供了进一步研究的意义。许多障碍使他们无法在英语课上教授文化。文章中提供了进一步研究的意义。许多障碍使他们无法在英语课上教授文化。文章中提供了进一步研究的意义。