An Evaluation of Visuals in Iranian Domestically Developed English Textbooks: A Cultural Linguistics Perspective

Autor/inn/en	Rahimi, Elaheh; Sharifian, Farzad
Titel	An Evaluation of Visuals in Iranian Domestically Developed English Textbooks: A Cultural Linguistics Perspective
Quelle	In: Journal on English Language Teaching, 10 (2020) 2, S.13-26 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Illustrations; Textbook Evaluation; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Cultural Awareness; High School Students; Student Attitudes; Indo European Languages; Cultural Traits; Schemata (Cognition); Cultural Pluralism; Communication Skills; Family Relationship; Clothing; Islam; Donors; Human Body; Teaching Methods; Intercultural Communication; Iran + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Cultural identity; Kulturelle Identität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Indoeuropäisch; Cognition; Schema; Kognition; Kulturpluralismus; Kommunikationsstil; Kleidung; Menschlicher Körper; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation
Abstract	Culture portrayal in ELT materials has developed as one of the popular realms of research in TEFL. To substantiate this, In the first phase, the present research employed Cultural Linguistics investigative framework to analyze Persian Cultural Conceptualisations (CCs) of visuals in EFL textbooks that are locally designed for Iranian high school students of grade 12. In the second stage, through semi-structured interviews with a group of 12 graders aged between 14 to 19, this study attempts to investigate whether CCs of visual artifacts enable students to engage critically with the materials to enhance their communication ability in a multicultural environment. As to the textbook analysis of the study, the results revealed that three themes of Persian cultural schemas of family gathering, hijab, and blood donation emerged from the EFL textbook for grade 12 in Iran. Also, the interview results showed that EFL textbooks in Iran fail to improve students' communication skills and does not fulfill Iranian students' communicative needs. The study concludes by offering practical pedagogical implications for material developers and textbook designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01