Baumgardner (2006) emphasized that communication is the main purpose of learning a foreign language. If teaching English takes place in a separate way from language society and culture, learners will meet difficulties concerning comprehensible communication with native speakers. Therefore, culture awareness is a vital component for successful communication. Moreover, a number of studies (e.g., Genc and Bada, 2005; Agudelo, 2007; Longo, 2008; Razi, 2012) assured that incorporating culture in teaching language develops the language skills besides raising culture knowledge and accepting different values and beliefs. Additionally, a number of researchers (e.g., Al-Fahadi (2006, cited in Al-Fahadi, 2012); Gonen and Saglam, 2012; Shukri, 2014) investigated teachers' perception towards teaching culture. They confirmed that teachers recognize the implication of teaching culture inside classrooms. On the other hand, a number of scholars (e.g., Ayvazoğlu, 2002; Falay, 2002; Sinanoğlu, 2002; Şen, 2002 cited in ÖNALAN 2005) believe that teaching culture has a negative effect on one's own language and awareness. Consequently, there is a need to explore teachers' perception towards teaching culture. Furthermore, there is a need to examine the impact of culture teaching on students’ language skills and attitudes.

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