Cultural Components and Subcomponents in Two Persian and English Language Teaching Textbooks:A Comparative Study مقالة

مؤلف: Shahini، Gholamhossein ؛ Meymandi، Shahrbanoo ؛

Teaching English as a Second Language Quarterly Fall 2017, Volume 36 - Number 3 ، الف (Ministry of Science/ISC (‎33 صفحة - من 85 إلی 117 )

الکلمات المفتاحية: خارجی آموزش زبان فارسی مولفه‌های فرهنگی C بزرگ c کوچک انگلیسی به عنوان زبان دوم Persian language teaching cultural components big ‘C ' little ‘c ' EFL ESL

en fa

خلاصة:

The present qualitative research, for the first time, aimed at comparing and contrasting the extent cultural components and subcomponents are represented in the elementary levels of A Course in General Persian and Top Notch Series as foreign language teaching textbooks. The adapted checklist of Lee's Big ‘C' and little ‘c' cultural components (2009) was used for the current study. After content analysis, Big ‘C' cultural components with the highest, lowest, and no frequency in each textbook were identified, and the possible reasons behind the occurrence of each one were addressed. Based on the findings, it was revealed that although the two textbooks enjoyed approximately similar functions concerning non-/presenting Big ‘C' cultural components, the Persian textbook was richer in introducing cultural capsules. And while the cultural capsules in the Persian textbook were associated more with people's common life styles and their daily interactions, those in the English textbook were concerned more with entertaining life style. Concerning little ‘c,' no cultural component was observed in the two textbooks. It is implied that the embedded cultural components and subcomponents in FL/SL textbooks should be the ones which a) are in harmony with learners' language proficiency levels and b) are used (most) frequently in the daily lives of their native speakers.

ملخص الجهاز:

"Cultural Components and Subcomponents in Two Persian and English Language Teaching Textbooks: A Comparative Study Gholamhossein Shahini ∗ Assistant Professor Shiraz University ghshahini@rose. com Abstract The present qualitative research, for the first time, aimed at comparing and contrasting the extent cultural components and subcomponents are represented in the elementary levels of A Course in General Persian and Top Notch Series as foreign language teaching textbooks. Conclusion It can be concluded that a) the two textbooks approximately enjoyed similar functions in terms of non-/presenting Big ‘C' cultural components in elementary level though their attached subcomponents would differ b) the highest frequencies in both textbooks were allotted to the components inextricably intertwined with their cultures c)considering Iran as an ancient country, the historical sites and traditional customs were well illustrated in CGP d) intercultural communication was depicted in both textbooks e) Unlike TN, CGP had a weak performance in introducing cultural components such as music, movie, and sport f) in contrast to TN, CGP showed a good performance in presenting its regions and occupations and g) both textbooks rightly showed no small ‘c' cultural components."

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