Culture and Interculture in Saudi EFL Textbooks : A Corpus-Based Analysis

Almujaiwel, Sultan

doi:10.18823/asiatefl.2018.15.2.10.414

Cited by 10 publications

(7 citation statements)

References 10 publications

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“…Multimodal native cultural content should also be stressed in classroom teaching. When preparing for a course, teachers may notice general native values or the relationship between native culture and the targeted world culture (Sultan, 2018; Thumvichit, 2018). However, it is challenging for teachers to analyze and calculate all the native cultural elements.…”

Section: Discussionmentioning

confidence: 99%

“…Recent studies have been concerned about both the native and foreign cultural content in language textbooks. Researchers from Iran, Saudi Arabia, and Thailand have juxtaposed and compared the textual or discursive content of target culture and native culture (Rashidi & Meihami, 2016;Sultan, 2018;Thumvichit, 2018), while researchers from other countries focused on one aspect of local culture (Canh, 2018;Feng, 2019). In this context, the target culture is the culture that the language being learned comes from, and the native culture is the language of the learners.…”

Section: Review Of the Literature And Theoretical Frameworkmentioning

confidence: 99%

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A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

Zeng

Nam

2023

SAGE Open

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This article examines the multimodal native cultural content in two sets of English-language textbooks widely used in public junior high schools in China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through this adapted framework, this paper aims to analyze and compare the distribution of multimodal native cultural content in the chosen textbooks. The results reveal that the two sets of books contain diverse multimodal native cultural content, despite the significant imbalance between Big “C” and Small “c” categories in each set. The two sets of textbooks also have different emphases on representing these elements. We argue that previous studies overgeneralized language textbooks’ native cultural content. Learners’ intercultural communicative competence development may be impacted by the overemphasis and shortage of some cultural categories in the chosen books. This article concludes with implications for textbook design and classroom teaching and calls for further studies of teachers’ and learners’ perceptions of multimodal native cultural content.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of the Literature And Theoretical Frameworkmentioning

confidence: 99%

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

Zeng

Nam

2023

SAGE Open

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“…According to St et al (2022), native culture is represented more than foreign culture in both English and Arabic textbooks in junior high schools used in the Indonesian territory. Similarly, local culture is represented more than both target and international cultures in Saudi EFL textbooks for elementary, middle, and high schools (Sultan, 2018).…”

Section: Cultural Representation In English Textbooksmentioning

confidence: 99%

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

Ping

Wang

2023

SAGE Open

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This study aims to analyze the representation of global competence in English textbooks for higher vocational education in China. A two-dimensional textbook theoretical framework based on global competence was developed, including four indicators of global competence (vertical) and 3 dimensions of textbook content (horizontal). Through a combination of qualitative and quantitative content analysis, we analyzed the representation of global competence in a set of Chinese higher vocational English textbooks (D version textbooks) in terms of content level, rendering location, and representation form. The results showed that the D version textbooks covered all of global competence indicators, among which the indicator of knowledge and understanding of global competence is the most and the attitudes and values is the least. The 16 sub-indicators of global competence presented differently in content levels, implicitly in the rendering location, and with “reading comprehension,”“oral communication” and “integrated application” as the main representation forms. This theoretical framework is an extension of global competence theory in textbook study and is also a useful tool for content analysis on non-linguistic knowledge of English textbooks.

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“…The process of designing the textbook includes the process of adding meanings or context to the learning materials in the textbook (Almujaiwel, 2018;Huang, 2019). For example, Cobano-Delgado and Llorent-Bedmar (2019) pinpoint that the EFL textbook's writer commonly adds several learning materials that adapt from several public media, such as social media, magazines, and others.…”

Section: Introductionmentioning

confidence: 99%

“…A growing body of studies in the field of textbook analysis has been investigating cultural values in textbooks (Almujaiwel, 2018;Huang, 2019;Odebiyi & Sunal, 2020;Toledo-Sandoval, 2020;Uzum, et al 2021). For instance, Almujaiwel (2018) reported a corpus-based analysis study to find the cultural elements portrayed in the Saudi education EFL textbooks.…”

Section: Introductionmentioning

confidence: 99%

Cultural Representation on The Functional Grammar Exercises in an Indonesian Junior High School English Textbook

Fauzi,

Dewi

2024

JEEP

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Studies on English language textbook analysis rarely incorporate cultural values in the functional grammar exercises since it is a crucial learning material in the English textbook. To address this gap, we aim to pinpoint the representation of cultural values in the functional grammar exercises in an Indonesian junior high school English textbook. By employing critical discourse study as the research methodology, we analyzed both the visual and textual data presented on the functional grammar exercises in the textbook. We adopted two analytical tools for analyzing data, i.e. transitivity analysis; and critical discourse analysis. The result shows that there are 28 functional grammar exercises that facilitate students in making meaning. Meaningful cultural representation from many social practices was found. This study suggests incorporating its findings into teaching to explain cultural values to students. Further studies need to focus on providing teacher experiences in teaching functional grammar exercises.

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Culture and Interculture in Saudi EFL Textbooks : A Corpus-Based Analysis

Cited by 10 publications

References 10 publications

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

Cultural Representation on The Functional Grammar Exercises in an Indonesian Junior High School English Textbook

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