چکیده:
This study evaluated the cultural content of Vision textbook series that are currently in use in Iranian public secondary school system. The aim was to find the most frequent cultural references as well as the most-frequently-represented cultural senses. For this purpose, frequency counts were used to collect the data and the culture categorization framework (Adaskou et. al., 1990) and cultural reference framework (Cortazzi & Jin, 1999), modified by Tajeddin and Teimournezhad (2014), were used to analyze the data. Results of the frequency counts indicated that the Vision ELT textbooks contained the most cultural content associated with Persian as the source culture. Similarly, the focus was primarily on the esthetic sense of culture, followed respectively by semantic, sociological and sociolinguistic (pragmatic) senses. The study ends up with implications for EFL stake-holders in Iranian context as well as the ELT enterprise in general.
خلاصه ماشینی:
g. Abdullah & Kumari, 2009; Adaskou, Britten & Fahsi, 1990; Aliakbari, 2004; Asgari, 2011; Baleghizadeh & Jamali Motahed, 2010; García, 2005; Hamiloğlu & Mendi, 2010; Kiss & Weninger, 2013; Lee, 2009; Ndura, 2004; McKay, 2003b; Rashidi & Meihami, 2016; Tajeddin & Teimournezhad, 2014; Tajeddin & bahrebar, 2017; Weninger & Kiss, 2013).
Tajeddin & Teimournezhad (2014) investigated the representation of culture in international (Top Notch book series, Saslow & Ascher, 2006) and locally-published textbooks (the Iran language Institute (ILI) English book series, intermediate level, 2004) used in Iran.
Tajeddin and Bahrebar (2017) carried out a study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized ELT textbooks (The ILI English Series) which are widely used in Iran in order to explore how culture in aesthetic and sociological senses is realized in the series.
With regard to the source cultural content, respectively, the esthetic and semantic senses received the most attention, the sociological element received little attention, and no representation of the sociolinguistic (pragmatic) element was observed.
Frequency of esthetic sense representation in the textbooks)VIew the image of this page) Table 3 displays that, for the source culture, three themes were observed in the sociological sense, namely work and leisure (F=2), customs and institutions (F=3), and social values (F=3).
Frequency of sociological sense representation in the textbooks / Table 4 to 7 display the observed themes and examples of reference to each source and each dimension or sense of culture in the book series.