Volume 8, Issue 5 (Special Issues 2023)
IJREE 2023, 8(5): 1-14 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abbasi Shirsavar Z, Kiani M. An Analysis of Developing Intercultural Competence in English Language Textbooks through Iranian EFL Teachers: The Case of New English File versus Vision Series. IJREE 2023; 8 (5)
URL: http://ijreeonline.com/article-1-852-en.html
URL: http://ijreeonline.com/article-1-852-en.html
Ghaemshahr Azad University
Abstract: (1235 Views)
This study made an attempt to investigate and analyze the teachers’ perceptions of cultural elements of New English File and Vision series. To do so, fifty language teachers from different private language institutes and schools, participated in this study. Twenty-five teachers taught the vision series and the rest of the teachers taught the New English File series. An intercultural competence questionnaire was applied to gather the data. The necessary statistics were done using SPSS version 24 after the data had been gathered. In order to compare the gathered data, an independent samples t-test was performed. The findings showed that there was a statistically significant difference between the two textbook series—New English File and Vision—in terms of how language teachers perceived their IC. The New English File textbook was found to follow more cultural items and IC than the Vision textbook series. In order to highlight the culture significance in designing textbooks in ELT, this study offered various implications for educators, students, and even curriculum developers.
References
1. Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143. [DOI:10.1093/elt/47.2.136]
2. Birjandi, P., & Alizadeh, I. (2013). Manifestation of critical thinking skills in the English textbooks employed by language institutes in Iran. International Journal of Research studies in Language Learning, 2(1), 27-38. doi:10.5861/ijrsll.2012.100 [DOI:10.5861/ijrsll.2012.100]
3. Byram, K., & Kramsch, C. (2008). Why is it so difficult to teach language as culture? The German Quarterly, 81(1), 20-34. [DOI:10.1111/j.1756-1183.2008.00005.x]
4. Byram, M. (2013). Foreign language teaching and intercultural citizenship. Iranian Journal of Language Teaching Research, 1(3), 53-62.
5. Cunningsworth, A., & Kuse, P. (1991). Evaluating teachers' guides. https://docplayer.net/3076745-Evaluating-teachers-guides-alan-cunningsworth-and-paul-kusel.html [DOI:10.1093/elt/45.2.128]
6. Fantini, A. E. (1995). Introduction-language, culture and world view: Exploring the nexus. International Journal of Intercultural Relations, 2(19), 143-153. [DOI:10.1016/0147-1767(95)00025-7]
7. Ghaffari, M., Kuhi, D., & Aslrasouli, M. (2022). Iranian EFL learners and teachers' attitudes toward critical cultural awareness. Issues in Language Teaching, 11(1), 67-93. doi: 10.22054/ilt.2021.60485.592
8. Harmer, J. (2001). How to teach English, seventh impression. Malaysia: Longman.
9. Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge University Press.
10. Jahangard, A. (2007). Evaluation of the EFL materials taught at Iranian high schools. The Asian EFL Journal, 9(2), 130-150.
11. Kay, P., & Kempton, W. (1984). What is the Sapir‐Whorf hypothesis? American Anthropologist, 86(1), 65-79. [DOI:10.1525/aa.1984.86.1.02a00050]
12. Kelishadi, A. A., & Sharifzadeh, A. (2013). An evaluation of Top Notch series. International Journal of Language Learning and Applied Linguistics World, 4(4), 60-73.
13. Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10(12). http://iteslj.org/Techniques/Kilickaya-CulturalContent/
14. Kim, Y. J., Lee, S. H., & Sohn, S. H. (2014). A study on the change in the representation of father involvement in home economics textbook. Journal of Korean Home Economics Education Association, 26(2), 31-49.
15. Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 311-326. doi:10.1080/09571730385200101 [DOI:10.1080/09571730385200101]
16. Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78.
17. Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61. [DOI:10.1016/j.system.2017.10.003]
18. Lynch, T. (1996). Communication in the language classroom: Oxford University Press Oxford.
19. Majdzadeh, M. (2002). Disconnection between language and culture: A case study of Iranian English textbooks. Jungle Publication.
20. Marsella, A. J., & Yamada, A. M. (2010). Culture and psychopathology: Foundations, issues, directions. Journal of Pacific Rim Psychology, 4(2), 103-115. [DOI:10.1375/prp.4.2.103]
21. McGrath, I. (2006). Teachers' and learners' images for coursebooks. ELT journal, 60(2), 171-180. http://dx.doi.org/10.1093/elt/cci104 [DOI:10.1093/elt/cci104]
22. McKay, S. L. (2003). EIL curriculum development. RELC Journal, 34(1), 31-47. [DOI:10.1177/003368820303400103]
23. Paulston, C. B. (1992). Linguistic and communicative competence: Topics in ESL (Vol. 85): Multilingual matters. [DOI:10.21832/9781800418172]
24. Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. Center for Applied Linguistics. https://www.researchgate.net/publication/237500367_Culture_in_Second_Language_Teaching
25. Prodromou, L. (1988). English as cultural action. ELT journal, 42(2), 73-83. [DOI:10.1093/elt/42.2.73]
26. Rahimi, M., & Hassani, M. (2012). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia-Social and Behavioral Sciences, 31, 66-72. [DOI:10.1016/j.sbspro.2011.12.018]
27. Riazi, A. M., & Mosallanejad, N. (2010). Evaluation of learning objectives in Iranian high school and pre-university English textbooks using Bloom's taxonomy. TESL EJ, 13(4), 1-16.
28. Sahragard, R., Rahimi, A., & Zaremoayeddi, I. (2009). An in-depth evaluation of interchange seires (3rd edition). Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras doi:10.30827/Digibug.31870 [DOI:10.30827/Digibug.31870]
29. Shatery, H. (2012). Teacher vs. Student-centered classroom interaction at Isfahan University. The Iranian EFL Journal, 8(1), 208-220.
30. Siegel, M. A., Menon, D., Sinha, S., Promyod, N., Wissehr, C., & Halverson, K. L. (2014). Equitable written assessments for English language learners: How scaffolding helps. Journal of Science Teacher Education, 25(6), 681-708. [DOI:10.1007/s10972-014-9392-1]
31. Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia. Teaching English as a second or foreign language (pp. 432-453). (2nd Ed.). Boston: Heinle & Heinle Publishers.
32. Tomlinson, B. (2011). Materials development in language teaching: Ernst Klett Sprachen. [DOI:10.1017/9781139042789]
33. Victor, M. (1999). Learning English in Gabon: The question of cultural content. Language Culture and Curriculum, 12(1), 23-30. [DOI:10.1080/07908319908666566]
34. Wardhaugh, J. (2010). Mark Antliff, Avant-Garde Fascism: The mobilization of myth, art, and culture in France. European History Quarterly, 40(2), 297-298. [DOI:10.1177/0265691410360133]
35. Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694-716. [DOI:10.1002/tesq.87]
36. Wiseman, R. L., & Koester, J. (1993). Intercultural communication competence: Sage Newbury Park, CA.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
