Research on Humanities and Social Sciences www.iiste.org ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online) Vol.3, No.18, 2013 97 Inclusion of Target Language Culture in EFL Classrooms in Pakistan: Learners’ Perspective FarhatJabeen (Corresponding Author) Department of English The Islamia University of Bahawalpur, Bahawalpur, Pakistan farhat2iub@gmail.com Saira Zahid Rachna College of Engineering and Technology University of Engineering and Technology, Lahore, Pakistan sara.linguistics@gmail.com Ansa Sattar Department of English University of Sargodha, Lahore Campus, Lahore, Pakistan ansa.appliedlinguistics@gmail.com Abstract This research explores the advanced English language learners’ attitude towards the inclusion of different aspects of target language culture in Pakistan. This study also aims to find out if there are any differences in the attitude of the learners from urban areas and those from rural communities. The data was collected from two Pakistani universities. A questionnaire was used pertaining to different aspects of culture and if the respondents were annoyed when exposed to those aspects of culture. The data was analysed with SPSS and the extent of learners’ agreement and disagreement with the anchor statements was measured. The results indicate that the learners from both the target communities have positive attitude towards the teaching of all aspects of target language culture. However, the ratio of positive attitude is higher in learners form urban industrial community. Moreover, the learners from both the communities were not open to the teaching of some concepts such as homosexuality and funeral customs in the target language community. This indicates that all the aspects of target culture may not be included in ELT syllabus and the sentiments and customs of the local community must be taken into account while designing the content of ELT material. Key words:Attitudes;learners’ perceptions;Target culture; Muslim reaction; culturally sensitive ELT material 1. Introduction The inclusion of target language culture in ELT content has generated a long standing debate. The inclusion of target, local culture or international culture or the complete abandonment of culture in English language teaching syllabus are some of the solutions offered by the researchers and the stake holders. However none of these solutions is viable in every context. Research shows that in some English language learning communities actually welcome the addition of target language culture in the ELT classroom.Ho’s (1998) and Ilter and Guzeller’s (2005) studies may be cited in this regard. On the other hand, some other communities view target culture with suspicion and as an attempt to change the local culture. This is especially the case in many Muslim countries where English language is seen as synonymous with Christianity and the target culture is seen as immoral and contrary to their religion (Argungu, 2002; Mahboob, 2009). Hence the inclusion of target language culture in ELT classrooms in Muslim countries is protested against and there have been calls for Islamic English (Ilter&Guzeller, 2005) which incorporates Islamic concepts of purdah, modesty, and halal food etc. Culture, however, is not a static whole as it affects many aspects of life in a community. Thus it is pertinent to know if those who oppose the inclusion of target language culture in ELT classrooms are against this culture per say or if there are some particular aspects of target language culture that are annoying to them. In order to investigate this issue, the present research aims to explore the attitude of English language learners in Pakistan towards the teaching of various aspects of target language culture in their classrooms. Moreover, the researchers hypothesise that the attitude of learners from urban industrial areas will be different from that of the students of rural agrarian community. Thus data has been collected from The Islamia University of Bahawalpur which is situated in a rural agrarian area and from Government College University, Faisalabadlocated in urban industrial premises. 2. Literature Review McGuire (as cited in Smit, 2000) defines attitude as observable responses towards a phenomenon.