Attitudes Toward Target Cultures in Language Education

Abstract

The intricate relationship between language and culture has long been recognized as foundational in language education, with increasing global interconnectedness heightening the need for culturally informed instruction. While intercultural communicative competence (ICC) has emerged as a core component in modern pedagogical theory, language curricula often continue to prioritize linguistic proficiency at the expense of cultural integration. Despite theoretical acknowledgment of culture’s importance, practical implementation of cultural content in language education remains inconsistent, and educators frequently lack adequate training and resources to address intercultural dimensions effectively. This study aims to examine the impact of attitudes toward target cultures on language education, analyzing how cultural awareness influences language acquisition, and proposing strategies to enhance ICC through curriculum and teacher development. Findings from the literature indicate that integrating culture into language teaching fosters learner motivation, enhances communicative competence, and supports the acquisition of culturally embedded language features such as idioms and pragmatics. Teacher and learner attitudes, institutional limitations, and curriculum design significantly affect the success of cultural integration. By synthesizing diverse methodological studies, this review provides a multi-layered understanding of the challenges and opportunities in embedding cultural content within language instruction, while also highlighting underexplored areas such as teacher training and experiential learning. The research advocates for curriculum reform, investment in teacher training, and the adoption of experiential methods to promote a holistic approach to language education—one that equips learners with the skills necessary for meaningful intercultural communication in a globalized world.