Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a qualitative analysis, embarking on the Peircean semiotic theory, was applied on the text-image-task semiotic relationship. It explored its potential for constructing and reconstructing cultural meanings relative to the Iranian national English as a foreign language (EFL) textbook, Vision 1, from the perspectives of Iranian EFL students, teachers, and teacher educators. Content and thematic analyses of the interview records revealed three themes: first, the co-instantiation of the image and text was indexical, cultural awareness and connotations were almost untouched; second, the textual and visual components driving intercultural meanings and interpretations were not in accordance with the tasks; and, third, some alternative more culturally engaging images were provided by the interviewees. On the whole, the findings confirmed the previous findings that the discourse of this brand-new Iranian localized EFL textbook leaves little space to raise cultural awareness for its users. Based on the findings, a dynamic model for evaluating cultural representations in textbooks is suggested, hoping to show how EFL textbooks can be developed, implemented, and received more effectively in instructional settings.

在语言教科书中研究文化表征的研究很少采用符号学方法，尽管它有可能在文本，任务的共同实例化中以不同层次（即文化，跨文化，多元文化和跨文化）展现和（重新）创造文化含义。和图像。为了解决这个问题，对皮尔士符号学理论进行了定性分析，并将其应用于文本-图像-任务符号关系。它探索了相对于作为外国语言（EFL）的伊朗国家英语教科书Vision 1构建和重构文化含义的潜力。，从伊朗EFL学生，教师和教师教育者的角度来看。访谈记录的内容和主题分析揭示了三个主题：首先，图像和文本的共同实例化是索引性的，文化意识和内涵几乎未受影响。第二，驱动跨文化意义和解释的文本和视觉成分与任务不符；第三，受访者提供了一些更具文化吸引力的替代图像。总体而言，这些发现证实了先前的发现，即这种全新的伊朗本地化EFL教科书的论述几乎没有空间提高其用户的文化意识。根据这些发现，提出了一种评估教科书中文化表现形式的动态模型，以期展示如何开发EFL教科书，