145 The Reading Matrix: An International Online Journal Volume 17, Number 1, April 2017 Integrating Culture into Language Teaching and Learning: Learner Outcomes Trang Thi Thuy Nguyen Kon Tum College, Vietnam ABSTRACT This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching and learning, the paper distinguishes three different levels of learner outcomes in learning culture, namely cultural knowledge, cultural awareness and cultural competence. It also suggests a framework for examining learner outcomes in learning culture towards the end of the discussion. Recommendations for further research are also provided. INTRODUCTION In tandem with the development of the communicative approach in language teaching and learning, the important role of culture as an interlinked part of language and the necessity of incorporating culture into language teaching and learning have been recognized worldwide. Without the study of culture, teaching language is inaccurate and incomplete. When a language is taught for its educational values, understanding the cultural contents associated with the language is significant (Lado, 1964). Hence, there has been a large body of research on culture in language teaching and learning. These studies, however, have examined different levels of learner outcomes in learning culture in a cursory manner, which often does not constitute their main focus (e.g., Byrd, Cummings Hlas, Watzke, & Montes Valencia, 2011; Chen, 2013; Georgiou, 2011; Gomez Rodriguez, 2012; Piątkowska, 2015; Salem, 2013). Moreover, these studies have not considered constructing a comprehensive framework of learner outcomes in learning culture. The present paper attempts to work on the related literature to make some suggestions on this issue. In this paper, I review previous empirical studies related to integrating culture into language teaching and learning, that are drawn on the voice of language teachers and learners and classroom practice, to indicate the common tendencies of perceiving, expecting or evaluating the effects of including cultural aspects in teaching a language on learners. I then suggest a framework of learner outcomes in learning culture, which can be a useful reference for setting pedagogical objectives in teaching culture in the language classroom, and for evaluating what learners gain from learning culture while learning a language. THE ROLE OF CULTURE IN LANGUAGE TEACHING