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The role of culture in foreign language teaching textbooks: an evaluation of New Headway series from an intercultural perspective
Intercultural Education Pub Date : 2020-08-13 , DOI: 10.1080/14675986.2020.1747291
Majid Amerian 1 , Azar Tajabadi 1
Affiliation  

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.

中文翻译:

文化在外语教材中的作用——跨文化视角下的New Headway系列评价

摘要 外语教学中使用的教科书不能简单地与文化背景分离,因为仅仅研究抽象的语言系统并不能使学习者具备在实际情况下进行有效和有意义的互动所需的知识、技能和态度。这是旨在培养学习者对文化问题的意识的跨文化方法的前提。在本研究中,根据牛津新进展(第 4 版)的文化内容,研究了文化在外语教学中的作用。80 名 EFL 教师对跨文化交际能力清单做出了回应。此外,五位教师参加了一系列回顾性小组访谈,并讨论了他们对教材文化内容的看法。对参与者对清单的回答和访谈的分析表明,本系列教材在跨文化知识、态度和意识的呈现和发展方面存在不足和偏见。举例说明和讨论了这些方面,并指出了该研究对教师和教科书设计者的影响。
更新日期:2020-08-13
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