Target-language culture in EFL materials

Alptekin, Cem

doi:10.1093/elt/47.2.136

Cited by 158 publications

(107 citation statements)

References 28 publications

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“…The author's consideration of using target culture in the classroom makes it possible for users from different societies to make optimal use of the same materials in both EFL and ESL contexts. Also, since it is difficult for native English speaking ELT textbook writers to source cultural data other than from their own culture, they should look to the target culture for that information (Alptekin, 1993).…”

Section: Sources Of Culturementioning

confidence: 99%

Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Liu¹,

Laohawiriyanon²

2014

JSEL

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The aim of this paper was to investigate Chinese non-English major university students' interest in learning about Big "C" and little "c" cultural themes of different countries. A questionnaire was randomly distributed to 69 students in a university in China. Research findings revealed that the respondents were in favor of learning mostly about their own culture, followed by target and international target culture. Regarding cultural themes, they seemed to show a slightly stronger preference towards Big "C" over little "c" culture. With respect to Chinese (source) culture, students were interested in learning about "History", "Food", and "Holidays"; for international target culture (i.e. the cultures of France, Egypt, Japan, Brazil, and Iran), the respondents were curious to learn about the cultural themes of "Geography", "Food", and "Holidays"; and for the target culture (i.e. America and Australia), the cultural themes of Science" and "Geography" were favored by the respondents. Pedagogical implications of training learners to improve their ICC are offered.

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Section: Sources Of Culturementioning

confidence: 99%

Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Liu¹,

Laohawiriyanon²

2014

JSEL

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“…Secondly the author's consideration of using target culture in the classroom makes it possible for users from different societies to make best use of the same materials in both EFL and ESL contexts. As well, since it is difficult for native English speaking ELT textbook writers to source cultural data other than from their own culture, they should look to the target culture for that information (Alptekin, 1993). …”

Section: Sources Of Culturementioning

confidence: 99%

Cultural Content in EFL Listening and Speaking Textbooks for Chinese University Students

Liu¹,

Laohawiriyanon²

2012

IJELE

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The aim of this article was to report the results of a textbooks analysis in an attempt to identify which type of culture and what kind of culture were introduced in Chinese EFL textbooks for the university level. Four teachers' manuals of EFL College English textbooks for Chinese non-English major students were investigated. The analysis revealed that more than half of the cultural content was unidentifiable. Among identified cultural content, the textbooks were dominated by target cultural content while international target culture and source cultural content contained a very small percentage. It was also found out that among the 19 cultural themes under Big "C" and little "c" culture, the predominant theme was little "c" of "values" and the absent themes were common little "c" themes (i.e. "food", "holidays", "hobbies and "body language"). Such lack of source information and imbalanced selection in NHCE of cultural themes might not be sufficient to develop Chinese non-English major students' ICC and thus might cause difficulties to students when they take part in intercultural communication. This study also makes suggestions on how culture can be represented in university level Chinese textbooks to promote students' ICC.

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“…By representing student's own culture in English language textbooks, we enable them to talk and elaborate about their own culture (something most native English teachers like to hear about), we provide room and equal opportunities for all parties inside classrooms to participate and talk about their own culture whether it is Eastern or Western culture. Further opportunities are given and created for language learners to practise English and develop their speaking skill and talk about their own culture through classroom activities (Alptekin 1993;Mckay 2002).…”

Section: Rationale Of the Studymentioning

confidence: 99%

A Variety of Cultures Represented in English Language Textbooks: A Critical Study at Saudi University

Alsaif¹

2016

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Textbooks material is one of the important issues that are worthy to investigate in order to enrich student's engagement and interaction in EFL (English as a Foreign Language) classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EFL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised (at a university context where the author teaches), one can notice that student's culture (Eastern) is to a large extent missing in these textbooks, most of these books instead represent dominantly "Western" culture namely American and British cultures. This can clearly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.

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Target-language culture in EFL materials

Cited by 158 publications

References 28 publications

Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Cultural Content in EFL Listening and Speaking Textbooks for Chinese University Students

A Variety of Cultures Represented in English Language Textbooks: A Critical Study at Saudi University

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