چکیده:
The aim of this article was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differed in the extent to which they represented dimension of big “C” culture and little “c” culture, their stance in distribution of references of cultural category, and also what themes predominated. The analysis identified just the cultural elements, and culture–free linguistic items were not counted. The statistical analysis suggested that the dominant culture category was the target culture with the least attention given to source culture. It was also found out that although the occurrences of themes of little “c” culture dimension in advanced textbooks 2 & 3 were slightly higher than those of big “C”, there was a wide gap between two dimensions in advanced textbook 1 which tended highly towards big “C” culture. There was lack of consistency in the occurrences of themes throughout the textbooks. The main absent themes were common little “c” themes (i.e. “Living Condition,” “Social Convention,” and “Body Language”). Such considerable lack of source information and imbalanced representation of cultural themes might not be sufficient to flourish Iranian learners’ intercultural communication competence (ICC) and thus might make intercultural communication difficult for them
خلاصه ماشینی:
Exploring Culture-Related Content in English Textbooks: A Closer Look at Advanced Series of Iran Language Institute Somaye Ashrafi* (Corresponding Author) Ph. D.
com Abstract The aim of this article was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differed in the extent to which they represented dimension of big “C” culture and little “c” culture, their stance in distribution of references of cultural category, and also what themes predominated.
Samovar, Porter and Stefani (2000) offered a comprehensive definition of culture including verbal and non-verbal descriptions manifesting “the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and artifacts acquired by a group of people in the course of generations through individual and group striving” (p.
The aim is to provide valuable insight into current ELT textbooks from the standpoint of what cultural content should be imparted via the resource of textbooks with the aim of promoting learners’ 92 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 1, Winter and Spring, 2018, pp.
Then the researchers themselves added one more to the dimensions categorized under the dimensions of big “C” and little “c” 95 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 1, Winter and Spring, 2018, pp.
Little “c” culture (8 themes): everyday living, living condition, interpersonal relation, values, beliefs, attitudes, body language, social conventions, ritual behavior customs, and correspondence.