چکیده:
This study was conducted to evaluate the cultural contents and cultural elements represented in Vision (I & II) and Pre-University English (I & II). This study also aimed at determining if there were significant differences between these series in terms of cultural content and cultural element representation. To this end, the two ELT coursebook series were selected and analyzed based on Cortazzi and Jin’s (1999) framework and the framework proposed by Adaskou, Britten, and Fahsi (1990). The results revealed that there were significant differences between these two series in terms of cultural contents and cultural elements. While the Vision series contained more L1 and Neutral-cultural contents, Pre-University series showed tendency to contain L2 and L1 cultural contents. With respect to the cultural elements, both series contained more esthetic and semantic cultural elements. This study has implications for EFL curriculum designing in Iran and can make Iranian EFL instructors familiar with the importance of culture as an indispensable part of language.
خلاصه ماشینی:
Cultural Content Analysis of Iranian ELT Coursebooks: A Comparison of Vision I & II with English for Pre-University students I & II Zhaleh Saeedi, M.
Therefore, the major objective of this study is to find out, whether the Iranian senior high school ELT coursebooks (Vision series and Pre- university English series) provide sufficient content for students' cultural understanding and make them ready for intercultural communication.
Data Analysis Using the aforementioned frameworks, different sections of the ELT coursebooks (Vision series and Pre-University English series), were examined for their cultural content and elements.
To this end, chi-square statistical procedure was employed to check whether there is significant difference between cultural content and cultural elements in Vision series and Pre-University English series.
Frequency of cultural types and cultural elements in Pre-University I & II Figure 3 shows that the L1 cultural content of Pre-University English series includes some 21 aesthetic elements, and 4 semantic elements; yet, there is no representation of sociological and sociolinguistic elements.
These results are in line with the findings of current study since in Vision and Pre-University series aesthetic element was highlighted over the other categories of culture.
The fifth research question of this study was: “Is there any significant difference between Vision (I & II) and Pre-University English (I & II) in terms of cultural content representation?” As displayed in table 4.
The fifth research question of this study was: “Is there any significant difference between Vision (I & II) and Pre-University English (I & II) in terms of cultural elements representation?” As displayed in table 4.