جستجوی مقالات مرتبط با کلیدواژه « efl textbooks » در نشریات گروه « ادبیات و زبان ها »

With the dissemination of the concept of intercultural citizenship and the growing demand for citizens to communicate in settings with a kaleidoscopic array of cultural diversity, EFL textbooks should reflect these multicultural values besides their attention to language. This study examines cultural contents/themes from written passages and pictures of Vision series, the Iranian senior high school textbooks. To this end, the cultural contents (source, target, international cultures) and cultural themes (big ‘C’ and little ‘c’) were qualitatively extracted. The results of the quantitative content analysis revealed that there were not any significant differences among the three books in terms of cultural categories. However, source cultural content gained higher frequency as compared to others; Big ‘C’ themes gained statistically more frequency than the little ‘c’ which could be the aftermath of the authors’ sole focus on L1 communicative competence. The study further concludes that the textbooks failed to foster intercultural communicative competence and intercultural communication. The findings have implications for syllabus designers and material developers to integrate the principles of English as an international language in their practice by further including target and international cultural content types.

As environmental issues become more prevalent, it is vital to incorporate ecological components into the curriculum to equip future generations with the necessary foundations to preserve and improve ecology. In light of this circumstance, many countries are compelled to include instructional approaches representing environmentally-based topics in textbooks. Nevertheless, whether the textbooks facilitate environmental education (EE) to promote ecological principles or foster students' competence in recurrent environmental concerns is ambivalent, particularly in the Indonesian context. The current study attempts to analyze the ecological verbal and visual contents engaged in Indonesian EFL textbooks. This study also unpacks the extent to which EFL textbooks in Indonesia accurately reflected the ecolinguistics perspective. Content analysis was employed in this study, adapting Stibbe’s (2015) ecolinguistics framework and Kress and van Leeuwen’s (2016) visual grammar theory. The findings revealed that EE in Indonesian EFL textbooks highlights the natural beauty and ecotourism locations while mainly disregarding ecological degradation. In contrast, EFL textbooks must emphasize contemporary world issues to cultivate positive attitudes and ecological consciousness among learners. Subsequently, these findings have significant consequences for the development of environment modules in Indonesian EFL textbooks. .

Textbooks play a significant role in language learning classrooms. Therefore, evaluating them in terms of their contents will provide helpful insights into their educational purposes. To this end, this study evaluated Iranian newly designed junior high school textbook series (Prospect 1, 2 and 3) and also provided a comparison between this textbook series and the previous version. For doing so, the researchers employed Litz’s (2001) questionnaire and gathered the data from a sample of 55 male and 52 female junior high school teachers. Interview with 20 of the participants was conducted as well. Through data analysis, using descriptive statistics (Mean and Standard Deviation), it was revealed that the participants’ viewpoints were positive in the sense that they approved the changes made in the new curriculum. The newly designed textbooks showed improvements over the previous versions in that they seemed to have set the ground for a more communicative - based teaching and environment.