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The place of culture in the Iranian ELT textbooks in high school level

ABSTRACT The present study is an attempt to investigate the way culture is addressed in ELT in Iran in general and the place of culture in ELT at the high school level of education in particular. Throughout the study, this issue was examined with reference to the relevant theoretical background, and the content analysis of prescribed English textbooks. The research findings make it clear that the current materials or textbooks are shallow and superficial with respect to their treatment of culture. They are therefore inadequate to the task of teaching culture specifics in the deeper sense (values, norms, beliefs, etc.) or culture-general skills such as intercultural communication and understanding.

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Available from: Mohammad Aliakbari, Jun 06, 2014
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    • "However, despite their appeal to different means, they might not gain as much as they desire. According to Aliakbari (2004), the cultural content of the ELT in Iran has never been explicitly discussed. There is the serious absence of studies that examine the quality and the types of listening comprehension texts used in relation to cultural knowledge. "
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    ABSTRACT: The aim of the present study was to investigate the effect of cultural knowledge on improving Iranian EFL learners’ listening comprehension. To achieve this purpose, out of 300 participants, 120 pre-intermediate language learners were selected based on their scores on a listening comprehension test and were randomly assigned to four groups. Each group was exposed to a certain condition as follows: TC (Target Culture), ITC (International Target Culture), SC (Source Culture), and CF (Culture Free). At the end of the experiment, to see whether or not any changes happened regarding their listening proficiency, a post-test was administered to the four groups. The results suggested that the participants performed differently on the post-test indicating that familiarity with culturally-oriented language material promotes the Iranian EFL learners’ listening proficiency.
    RELC Journal 08/2011; 42(2):111-124. DOI:10.1177/0033688211401257
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    • "Ranging from English linguistic imperialism and cultural invasion to cultural neutrality, the interpretations of the state of culture in ELT in Iran is still controversial. According to Aliakbari (2004), in particular, two extreme evaluations of ELT appear in the agenda. On the one hand, English culture as a school subject is seen as representing and introducing western culture to the Iranian students. "
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    ABSTRACT: The aim of the present study was to investigate the effect of cultural knowledge on improving Iranian EFL learners' listening comprehension. To achieve this purpose, out of three hundred participants, one hundred and twenty pre-intermediate language learners were selected based on their scores on a listening comprehension test and were randomly assigned to four groups. Each group was exposed to a certain condition as follows: TC (Target Culture), ITC (International Target Culture), SC (Source Culture), and CF (Culture Free). At the end of the experiment, to see whether or not any changes happened regarding their listening proficiency, a post-test was administered to the four groups. The results suggested that the participants performed differently on the post-test indicating that familiarity with culturally-oriented language material promotes the Iranian EFL learners' listening proficiency.
    08/2009; DOI:10.5539/elt.v2n3p144
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    ABSTRACT: The place of culture in teaching English as an international language (EIL) is a complex issue, given the diversity of contexts in which English is currently being used globally. Building on a sociocultural perspective that language use is open to negotiation and is context-dependent, this paper argues that the design and content of English-language teaching (ELT) textbooks should reflect the multiple perspectives inherent in EIL. Findings from an analysis of the cultural content of seven series of internationally distributed ELT textbooks are reported. Our study showed that even though cultural aspects were proportionally diverse in each textbook series, inner circle cultural content still dominates most of the textbooks. Furthermore, cultural presentation still largely remains at the traditional knowledge-oriented level and does not engage learners in deep levels of reflection. The findings are discussed in light of existing studies, and some recommendations for future textbook writers and classroom practice are suggested.
    Language Culture and Curriculum 11/2011; 24(3):253-268. DOI:10.1080/07908318.2011.614694 · 0.17 Impact Factor
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