Abstract:

The primary objective of this paper is to explore the awareness of English culture-loaded words among Jordanian EFL learners at Mutah University. The study attempted to answer whether the EFL learners recognized and understood English culture-loaded words. The study sample of 112 EFL learners attending Mutah University and currently pursuing English majors was required to undertake a culture-loaded words test. A strategy questionnaire was designed to amass the data. The instrument was substantiated and administered using a five-point Likert scale. SPSS analytical software was employed to analyze the accumulated data. Various learning strategies and their impact on EFL learners were determined. An initial examination of the results revealed that English culture-loaded words are a clear barrier to the understanding and absorption of a second language; additionally, it was evident that the learners had not developed any effective strategies to employ when encountering culturally loaded words. These results suggest the existence of a series of implications for the education sector and indicate that Jordanian EFL learners at Mutah University require additional education and direct teaching of specific strategies when encountering English culture-loaded words. Further study needs to be conducted concerning the capacity of students to translate words, proverbs, and metaphorical language. Since culture is an essential element of literature, further research is needed to determine how thoroughly students can translate literary texts.