Educational Research Centre (Centrum pedagogického výzkumu – hence CPV) at the Faculty of Education, Masaryk University, Brno, Czech Republic is currently conducting a research project called CPV Video Study of English. The Educational Research Centre have been using video-based methodology to carry out observational analyses of the processes of teaching and learning in various school subjects: Physics, Geography, Physical Education and English (Najvarová, Najvar, Janík 2009). The research project was inspired by the IPN Video Study (Seidel, Prenzel, Kobarg 2005) and the cooperation of these two centres continues. The goal of the following study is to present the preliminary findings of a dissertation project focused on analyzing teaching culture and intercultural communicative competence in English lessons. The poster will introduce the system of categories developed for observing and analyzing teaching culture and intercultural communicative competence in English lessons and examine the time distribution of the individual categories in the sample of 79 lessons videotaped in the project CPV Video Study of English. This approach focuses on the theoretical concept of teaching as creating opportunities to learn, which is the theoretical starting point of CPV Video Study of English and enables an analysis of the quality of teaching culture and intercultural communicative competence in English lessons. The findings represent important preliminary findings about the quality of education in the area of teaching culture and intercultural communicative competence in English lessons that are meaningful for improving both the quality of teaching and professional development of teachers.

In CPV Video Study of English, 79 English lessons were videotaped in the 7th and 8th grades of lower secondary schools in the Czech Republic in the standardized way (Seidel, Prenzel, Kobarg 2005) using two videocameras. The 25 teachers whose lessons were videotaped were from schools randomly selected for the purposes of the research. The programme Videograph (Rimmele 2004) is used for processing the data. The recorded lessons were transcribed recording the utterances of the teacher (U), a single pupil (Z), several pupils at once (ZZ) and the whole class at once (T) and coded with the help of the system of categories developed for this purpose: CU 0: none CU 2: culture-general: DECLARATIVE KNOWLEDGE CU 3: culture-general: CULTURAL AWARENESS CU 4: culture-general: BEHAVIOUR CU 5: culture-general: ATTITUDES CU 6: culture-specific: DECLARATIVE KNOWLEDGE CU 7: culture-specific: CULTURAL AWARENESS CU 8: culture-specific: BEHAVIOUR CU 9: culture-specific: ATTITUDES CU 10: other

The total amount of the videotaped lessons is 79. 49 lessons from the sample do not contain any of the above described categories apart from CU0 (none) and CU9 (other). In the remaining 30 lessons, the following categories were also present: CU1, CU2, CU5 and CU6. The biggest amount of time devoted to cultural contents in one of the lessons is 39 minutes and 10 seconds. 38 minutes and 10 seconds represent category CU5 (and 1 minute represents CU6. The teachers seem to focus mainly on the so called "Big-C culture" and the knowledge of thereof and seem to neglect addressing other aspects coming under the areas of cultural awareness, attitudes and behavioral patterns in their lessons that are, however, necessary for developing intercultural communicative competence. The tendency to follow the knowledge-based approaches to teaching culture is clearly prevalent in the sample of the 79 lessons.