英语教材中的跨文化交际能力:以伊朗高中为例

Parviz Ghasedi, Aliye Azizi
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引用次数: 0

摘要

本研究的主要目的是调查伊朗高中使用的英语教材的内容在多大程度上提高了语言学习者的跨文化交际能力。为此,我们基于Hillard(2014)的模型,分四个阶段对Vision 1、Vision 2和Vision 3进行了深入的内容分析。统计分析结果表明,视野系列所涵盖的文化主题是有限的。此外,大多数听或写的句子和图片都是无文化的。教科书中没有多元文化的比较,作者在写作文本、活动、对话、练习中采用了单一视角的风格。此外,该系列没有提供有关目标文化历史背景的信息。研究结果对教材开发人员和教科书编写者有很大的帮助。研究结果也使教师和学习者意识到教材的文化内容。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools
The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono-perspective style in writing the texts, activities, dialogues, and exercises. Moreover, the series presented no information regarding historical backgrounds of the target culture. The findings of the study can be of great help for material developers and textbook writers. Also, the results make teachers and learners aware of the cultural content of the textbook.
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