چکیده:
The relationship between language and culture has become a rich source of inquiry in the context of English language teaching. Learning materials can depict cultural content in different cultural senses, namely aesthetic, sociological, semantic, and pragmatic. The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized (The ILI English Series) ELT textbooks which are widely used in Iran. Theframework adopted to analyze the cultural contents of the materials was Adaskou, Britten, and Fahsi (1990) to explore how culture in aesthetic and sociological senses is realized in the series. The findings demonstrated that more emphasis was put on the sociological sense and that this aspect of the culture dominated the aesthetic sense in the cultural contents of the two series. The cultural and culture-free contents represented in the two global and localized series were found to be entirely different in frequency and sense realization. Most of the contents in the localized series were culture-free, while the culture-free contents in the global series were reasonably less than the sociological and aesthetic senses. Additionally, the findings revealed that compared with the worldwide series, the localized textbook was less representative of cultural features in sociological and aesthetic senses. The results imply that ELT materials should be inclusive enough regarding the sociological and aesthetic senses of culture to help learners get engaged in the development of their cultural understanding.
ارتباط تنگاتنگ میان زبان انگلیسی و فرهنگ به مبحث و منبعی غنی برای کاوش در بستر آموزش زبان انگلیسی بدل شده است. مطالب و متون آموزش زبان میتواند حامل مضامین فرهنگی باشند و این مضامین ممکن است در قالب جنبههای زیباییشناختی، جامعهشناختی، معناشناختی، و منظورشناختی ارائه شود. پژوهش حاضر با هدف کاوش ماهیت فرهنگی یکی از مجموعه کتابهای بینالمللی و یکی از مجموعه کتابهای بومی شده آموزش زبان انجام گرفته است. چارچوب مورداستفاده در تحلیل مضامین فرهنگی مجموعه کتابهای مورد بررسی، الگویی است که آداسکو، بریتن و فاهسی(1990) مطرح کردهاند که با آن میتوان ابعاد زیباییشناختی و جامعهشناختی بازنمودیافته در کتابهای درسی آموزش زبان را تحلیل کرد. نتایج این پژوهش حاکی از آن است که دو مجموعه کتاب آموزشی تاکید بیشتری بر بهرهگیری از بعد جامعهشناختی فرهنگ داشتند و بعد زیباییشناختی بهگونهای معنادار با فراوانی کمتری در کتابها ارائه شده است. یافتههای تحقیق همچنین حاکی از آن است که مطالب فرهنگی و نیز غیرفرهنگی ارائه شده در دو مجموعه کتاب به لحاظ فراوانی و بازنمود فرهنگی با یکدیگر تفاوت معناداری دارند. به گونهای که فراوانی مطالب فرهنگی در کتاب بینالمللی آموزش زبان مورد مطالعه بسیار بیشتر از مطالب فرهنگی موجود در کتاب بومی شده بود. در کل، یافتههای پژوهش نشان داد مطالب درسی آموزش زبان باید به لحاظ مضامین فرهنگی جامعهشناختی و زیباییشناختی از جامعیت مقبولی برخوردار شوند تا زبانآموزان به واسطه آنها بتوانند به درک مطلوبی از زبان و فرهنگ دست یابند.
خلاصه ماشینی:
"Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks Zia Tajeddin∗ Professor Allameh Tabataba'i University zia_tajeddin@yahoo.
The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized (The ILI English Series) ELT textbooks which are widely used in Iran.
Textbooks, which occupy a central place in teaching English as a foreign language (EFL), are considered as carriers of culture and can exhibit a great variety of cultures around the world through various senses and manifestations (Bagozzi, Wong, & Yi, 1999; Hinkel, 1999; Kramch, 1993; Modiano, 2001, 2005; Phillipson, 1992; Prodromou, 1992; Taki, 2008; Thomas, 2008).
Against this background, the present study aimed to investigate how culture in its sociological and aesthetic senses is realized in both global and localized ELT textbooks which are extensively used in Iran.
Given the above gaps, the present study aimed to investigate the nature and the way the aesthetic and sociological senses of culture are represented in the reading and the dialog sections of a global and a localized ELT textbook series which are widely used in Iran.
The research question developed to guide the study is: How are the aesthetic and sociological senses of culture represented in the global and localized ELT textbooks?
However, what was found in the present study was that compared with the global series, the localized textbook was less representative of cultural features in sociological and aesthetic senses to help learners enrich their intercultural understanding."