ABSTRACT

This paper examines the extent to which the intercultural speaker is promoted through intercultural contacts in five Tunisian EFL textbooks produced in five different periods in the history of English language teaching in Tunisia. Using content analysis, the study evaluated the textbooks’ representation of intercultural contacts in texts and activities. The results revealed that intercultural contacts were limited in frequency and variety in both contents and activities, and that textbooks were mainly meant to teach language forms and language skills. Despite being designed in different periods and using different teaching methods, textbooks did not differ in their representation of contacts and their potential to develop the intercultural speaker’s competencies in learners. It is suggested that more importance should be given to intercultural contacts in the current textbook series to make them more responsive to learners’ increasing needs for intercultural communication skills.

摘要

本文研究了在突尼斯英语教学历史的五个不同时期制作的五本突尼斯英语教科书中，跨文化交流者通过跨文化接触得到提升的程度。通过内容分析，该研究评估了教科书在文本和活动中对跨文化接触的表现。结果表明，跨文化接触在内容和活动上的频率和多样性有限，教科书主要是教授语言形式和语言技能。尽管教科书是在不同时期设计并使用不同的教学方法，但教科书在接触的表现形式和培养学习者跨文化演讲者能力的潜力方面并没有什么不同。