| تعداد نشریات | 24 |
| تعداد شمارهها | 929 |
| تعداد مقالات | 8,346 |
| تعداد مشاهده مقاله | 16,803,313 |
| تعداد دریافت فایل اصل مقاله | 14,117,514 |
Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 5، دوره 36، شماره 3، دی 2017، صفحه 119-143 اصل مقاله (155.49 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2017.25995.2299 | ||
| نویسندگان | ||
| Zia Tajeddin* 1؛ Soroush Bahrebar2 | ||
| 1Allameh Tabataba'i University | ||
| 2Allameh Tabataba'i University | ||
| چکیده | ||
| The relationship between language and culture has become a rich source of inquiry in the context of English language teaching. Learning materials can depict cultural content in different cultural senses, namely aesthetic, sociological, semantic, and pragmatic. The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized (The ILI English Series) ELT textbooks which are widely used in Iran. The framework adopted to analyze the cultural contents of the materials was Adaskou, Britten, and Fahsi (1990) to explore how culture in aesthetic and sociological senses is realized in the series. The findings demonstrated that more emphasis was put on the sociological sense and that this aspect of the culture dominated the aesthetic sense in the cultural contents of the two series. The cultural and culture-free contents represented in the two global and localized series were found to be entirely different in frequency and sense realization. Most of the contents in the localized series were culture-free, while the culture-free contents in the global series were reasonably less than the sociological and aesthetic senses. Additionally, the findings revealed that compared with the worldwide series, the localized textbook was less representative of cultural features in sociological and aesthetic senses. The results imply that ELT materials should be inclusive enough regarding the sociological and aesthetic senses of culture to help learners get engaged in the development of their cultural understanding. | ||
| کلیدواژهها | ||
| aesthetic sense؛ Culture؛ global textbooks؛ localized textbooks؛ sociological sense | ||
| مراجع | ||
|
Abdullah, N., & Chandran, S. K. (2009). Cultural elements in a Malaysian English language textbook. [Online]. Retrieved from ddms.usim.edu.my/bitstream/handle
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a course for Morocco. ELT Journal, 44(1), 3-10.
Addison, N. (2011). Confronting culture and ideology in ELT. Journal of Interdisciplinary Studies, 19(2), 15-18.
Ahmed, M., & Shah, S. K. (2013). The relationship between culture and ELT: The representation of aesthetic sense culture in "Oxford Progressive English." Journal of Education and Practice, 15(4), 89-101.
Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. The Linguistic Journal, 1, 1-14.
Alpay, I. E. (2009). The Effect of using cultural content for the development of language skills. Unpublished M.A. thesis, Trakya University, Turkey.
Asgari, A. (2011). The compatibility of cultural value in Iranian EFL textbooks. Journal of Language Teaching and Research, 2(4), 887-894.
Bagozzi, R., Wong, N., & Yi, Y. (1999). The role of culture and gender and the relationship between positive and negative affect. Cognition and Emotion, 3, 641-672.
Baleghizadeh, S., & Jamali Motahed, M. (2010). An analysis of the ideological content of internationally-developed British and American ELT textbooks. Journal of Teaching Language Skills (JTLS), 2(2), 1-27.
Bamgbose, A. (2001). World Englishes and globalization. World Englishes, 20(3), 357-363.
Brown, H. D. (2010). Tips for teaching culture: Practical approaches to intercultural communication. New York, NY: Pearson Education.
Byram, M. (1989). Cultural studies in foreign language education. Cleveland, England: Multilingual Matters.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers [Electronic Version]. Retrieved from http://www.lrc.cornell.edu/director/intercultural.pdf
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London:Routledge.
Cunningham, S, Moor, P, & Comyns Carr, J. (2004). Cutting-Edge pre-intermediate students’ book. Essex: Pearson Longman.
Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials. London: Heinemann Educational Books.
Cunningsworth, A. (1995). Choosing your coursebook. Cambridge: Cambridge University Press.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 151-167). London: Routledge.
Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
Herman N, B. & Noerkhasanah, L. (2012). Traces of cultures in English textbooks for primary education. Indonesian Journal of Applied Linguistics (IJAL), 1(2), 49-61.
Jenkins, J., A. Cogo and M. Dewey. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315.
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford University Press.
Kachru, Y. (2011). World Englishes: Contexts and relevance for language education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 155-172). New York, NY: Routledge.
Kilickaya, F. (2004). Guidelines to evaluate the cultural content in textbooks. The Internet TESL Journal, 10(12), 33-48.
Kobia, J. M. (2009). Femininity and masculinity in English primary school textbooks in Kenya. The International Journal of Language Society and Culture, 28, 57-71.
Kramch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Lado, R. (1986). How to compare two cultures. In J. M. Valdes (Ed.), Culture bound (pp. 52-63). New York. NY: Cambridge University Press.
Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Canberra: Department of Education, Science, and Training.
Liddicoat, A. J. & Scarino, A. (2013). Intercultural language teaching and learning. Malden, MA: Wiley-Blackwell.
McKay, S. L. (2002). Teaching English as an international language. Oxford: Oxford University Press.
McKay, S. L. (2003). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139-148.
Modiano, M. (2001). Linguistic Imperialism, cultural integrity, and EIL. English Language Teachers Journal, 55(4), 339-347.
Modiano, M. (2005). Cultural studies, foreign language teaching and learning practices, and the NNS practitioners. In E. Llurda (Ed.), Non-native language teachers: Perception, challenges, and contributions to the profession (pp. 25-43). New York, NY: Springer.
Ng, C. & Tang, E. (1997). Teachers’ needs in the process of EFL reform in China: A report from Shanghai. Perspectives: Working Papers 9(1), 63-85.
Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press.
Osgerby, B. (2004). Youth media. London: Routledge.
Paige, M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (1999). Culture learning in language education: A review of the literature. Retrieved from www.carla.umn.edu/culture/resources/litreview.pdf
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT Journal, 46(1), 39-50.
Rajabi, S., & Ketabi, S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and Language Studies, 2, 705-712.
Santosa, I. (2015). Cultural representation in the English textbook for junior high school. Eduscience, 1(1), 25-32.
Saville-Troike, M. (2003). The ethnography of communication: An introduction. Oxford: Blackwell.
Stainer, F. (1971). Culture: A motivating factor in the French classroom. In C. Jay & P. Castle (Eds.), French language education: The teaching of culture in the classroom. Springfield, IL: State Department of Public Instruction.
Susanto, R., & Harjanto, I. (2014). Inner circle English cultural senses found in interlanguage. Magister Scientiae, 35(2), 44-56.
Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The Language Learning Journal, 43(2), 180-193.
Taki S. (2008). International and local curricula: The question of ideology. Language Teaching Research, 12, 127-142.
Thomas, P. (2008). Latino culture and identity in Spanish textbooks for heritage language learners. Unpublished doctoral dissertation, the Emory University,Emory.
Tomalin, B. (2008). Culture – the Fifth Language skill. Retrieved from http://www.teachingenglish.org.uk/articles/culture-ffh-language-skill
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: Cambridge University Press.
Xiao, j. (2010). Cultural content of an in-use EFL textbook and English major students' attitudes and perceptions towards cultural learning. Unpublished doctoral dissertation, Prince of Songkhla University, China. | ||
|
آمار تعداد مشاهده مقاله: 2,831 تعداد دریافت فایل اصل مقاله: 3,485 |
||