Article

The Place of Culture in Iranian ELT Textbooks at the High School Level

Journal of Pan-Pacific Association of Applied Linguistics 01/2005; 9(1).

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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    • "Within the context of Iran, a study was done on the place of culture in ELT textbooks at the high school level of education byAliakbari (2004). The findings of this study indicated that the current materials of textbooks in Iranian high schools are inadequate in terms of the tasks of teaching culture in the deeper sense, i.e., values, norms, and beliefs (Aliakbari, 2004). Moreover, a number of scholars, e.g., Matsuda (2012) and McKay (2012) have conducted research on the international teaching materials, curricula, and principles. "

    Full-text · Article · Dec 2015
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    • "This implies that the textbooks have been designed with the target culture in mind. However, Aliakbari (2005), by using a different methodology, found that the reverse is true. Using a modified version of Ramirez and Hall's model to analyze cultural content of textbooks, he concluded that the current textbooks are superficial regarding their treatment of culture. "
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    ABSTRACT: An important aspect of learning any foreign language is learning its culture. However, many teachers still seem to underestimate this key component in language teaching. Consequently, the present study sought to shed some light on the place of culture in EFL classrooms at secondary-school level in an Iranian educational context in general, and the main goals of teaching culture, major means of teaching culture, the main obstacles facing teachers in teaching culture, and the cultural content of textbooks in particular. To do so, questionnaires were distributed among EFL teachers from three provinces in Western Iran, and responses from 291 teachers were then collected. The findings revealed a gap between the teachers’ perceptions and practices in dealing with culture. The respondents also considered enhancing students’ knowledge of culture as the main goal for incorporating cultural content in EFL classrooms. They also viewed comparing aspects of the students’ own culture with those of the target culture as the commonest way of developing cultural awareness. Moreover, shortage of time was seen as the main obstacle for teaching culture. As the findings further implied, from teachers’ perspectives, the textbooks have been designed with the target culture in
    Preview · Article · Jun 2015 · Procedia - Social and Behavioral Sciences
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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.
    Full-text · Article · Aug 2011 · RELC Journal
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