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In the field of ELT, the undeniable relationship between language and culture has always been a focus of attention from a variety of perspectives. Sociologists, anthropologists and naturally applied linguists have tried to understand whether cultural aspects of L2 scaffold or interfere in much the way where other types of contrasting linguistic systems do. Therefore, the aim of this study is to investigate teachers' and EFL learners' perspectives on understanding of "culture"; attitudes towards culture teaching; the cultural topics they favour to teach/learn in the classroom; time allocation to culture teaching/learning and finally their attitudes towards intercultural communicative competence. The data were collected through a Likert type questionnaire in which Turkish teachers of English and Turkish university students were asked questions to respond with the purpose of finding the importance of cultural aspects in learning the target language. The analysed results show encouraging signs for changing the perception of cultural teaching by some sound evidence provided by the participants of the study.

There is a growing emphasis on acknowledging the significance of mediation within English language classrooms, reflecting an increased interest in recognizing its importance as one of the teachers' new roles (Rezaeian, 2022). According to mediation theory, "helping learners to find ways of moving into their next level of understanding of the language" is the teachers' role (Williams & Burden, 1997, p. 66). This paper aims to investigate English teachers' perception of mediation and their teaching practices as mediators and raise an awareness about mediated learning among English teachers. Data for this study was collected from Mediation Questionnaire for Language Teachers designed by Williams and Burden (1997). The questionnaire includes two sections each containing 12 individual questions. First section focuses on teachers' perspectives on the significance of mediation. In the second section, teachers are asked to evaluate the frequency with which they believe they perform practices of mediation. The questionnaire was applied to 45 Turkish EFL teachers working at Ministry of National Education in Kütahya province. Results of the questionnaire survey suggest that to some extent, EFL teachers have capability to facilitate students' learning. They believe that mediation is important to some extent in language classrooms. However, their implementation is lower compared to what they think. Although we as English teachers are trying to facilitate our students' learning, we may need to have a deeper understanding of mediation theory to improve ourselves as mediators. Findings of this study are expected to contribute to field of Foreign Language Education. [ABSTRACT FROM AUTHOR]

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The literature asserts that when a foreign language is learned after puberty, the fossilized pronunciation problems of adult FL learners cannot be remedied. However, to the best of knowledge there was no empirical evidence to support this belief. Therefore, the present study aimed to investigate whether or not non-native English teachers' fossilized pronunciation mistakes on /æ/ vowel phoneme of the British English language can be cured through treatment. First, a diagnostic test as a pre-test was used before the treatment phase to identify participants' pronunciation problems and the same test was repeated after treatment to check out any difference. As the data revealed from repeated measurements, the Wilcoxon signed-rank test was used and the results displayed a significant difference (z= -3.527, p< .05). That is, the application of the cure programme developed using the audio-articulation method facilitated participant teachers to cure their pronunciation problem on /æ/ vowel phoneme of the British English. In brief, this study has proved this case and cured non-native English teachers' problem. All in all, this study recommends non-native language teachers to improve language teaching materials with explicit pronunciation exercises especially for adult learners using similar methods [ABSTRACT FROM AUTHOR]