The Role of Culture in Foreign Language Teaching Textbooks: An Evaluation of "New Headway" Series from an Intercultural Perspective

Autor/inn/en	Amerian, Majid; Tajabadi, Azar
Titel	The Role of Culture in Foreign Language Teaching Textbooks: An Evaluation of "New Headway" Series from an Intercultural Perspective
Quelle	In: Intercultural Education, 31 (2020) 6, S.623-644 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1747291
Schlagwörter	Textbooks; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Cultural Awareness; Content Analysis; Role; Teacher Attitudes; Language Teachers; Intercultural Communication; Communicative Competence (Languages); Check Lists; Adult Students; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Inhaltsanalyse; Rollen; Lehrerverhalten; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Checkliste; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland
Abstract	Textbooks used in foreign language instruction cannot be simply separated from cultural contexts because the mere study of the abstract system of language does not equip learners with the required knowledge, skill, and attitudes to interact effectively and meaningfully in real situations. This is the premise of the intercultural approach that aims at developing learners' awareness of cultural issues. In the present study, the role of culture in foreign language instruction in terms of the cultural content of Oxford's "New Headway" (4th ed.) was investigated. A number of 80 EFL teachers responded to an intercultural communicative competence checklist . Also, five teachers participated in a series of retrospective group interviews and discussed their opinions regarding the cultural content of the textbooks. The analysis of the participants' responses on the checklist and the interviews indicated that textbooks in this series have inadequacies and biases when it comes to the presentation and development of intercultural knowledge, attitude, and awareness. These aspects are exemplified and discussed, and the implications of the study for teachers and textbook designers are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01