The role of culture in foreign language teaching textbooks: an evaluation of New Headway series from an intercultural perspective
The role of culture in foreign language teaching textbooks: an evaluation of New Headway series from an intercultural perspective
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DOI：
10.1080/14675986.2020.1747291
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发表时间：
2020-08-14
影响因子：
1.2
通讯作者：
Tajabadi, Azar
中科院分区：
文献类型：
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作者：
Amerian, Majid;Tajabadi, Azar
外语教学中使用的教科书不能简单地脱离文化背景，因为仅仅学习抽象的语言系统并不能使学习者掌握在实际情况中进行有效和有意义的互动所需要的知识、技能和态度。这是跨文化教学法的前提，跨文化教学法旨在培养学习者对文化问题的意识。本研究以牛津大学新进展（第四版）的文化内容为依据，探讨文化在外语教学中的作用。80名英语教师对一份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，讨论了他们对教科书文化内容的看法。通过对参与者对清单的反应和访谈的分析表明，该系列教科书在跨文化知识、态度和意识的呈现和发展方面存在不足和偏见。对这些方面进行了举例和讨论，并指出了本研究对教师和教科书设计者的启示。
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'sNew 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.