The Compatibility of Cultural Value in Iranian EFL Textbooks

Abstract

One of the major issues in critical linguistics and language education is analyzing the ideological content of textbooks. The dialectical connection between language and culture has always been a concern of L2 teachers and educators. Therefore, in this paper, the researcher has looked for the cultural values depicted in EFL books and tried to find their influence on Iranian learners as well as, the differences between cultural and language among learners and assesses the relative importance of language. In this study, one set of textbooks -interchange series- that are taught in English language institute in Iran are analyzed. The cultural values portrayed in these books were extracted, defined and exemplified in this paper. This study depicts that new interchange series do contain cultural values. However, shows that cultural impact does not occur through one book only. On the other word, the results found by the researcher indicated that these cultural values did not influence learners studying these books differently from those who study English through another set of books

Optimized correlations inspired by perturbation theory

“…Note that these discrepancies are only ∼2%. For the two-dimensional (2D) HEG, where correlation effects are more pronounced, neglecting elementary diagrams and triplet correlations leads to larger deviations (see the review by Asgari [43]). This trend continues to 1D, but still the ladder + serves as a reasonable starting point [44].…”

“…( 9) further amends the theory. The inclusion of both, the diagram E 4 and triplets u 3 , significantly improves the bFHNC results for the 2D HEG [43].…”

Representations of source culture and target one in EFL coursebooks (on the basis of content analysis of “English File”)

“…Although there are plenty of studies examining to what extent the source, target, and international target cultures are represented in local and global EFL coursebooks, they mostly address how different EFL coursebooks represent these cultures by adopting certain evaluation checklists and criteria (Alpay, 2009;Asgari, 2011;Baleghizadeh & Jamali Motahed, 2010;Çakir, 2010;Çelik & Erbay, 2013;Dehbozorgi, Amalsaleh & Kafipour, 2014;Hamiloğlu & Mendi, 2010;Lee 2005;Liu & Laohawiriyanon, 2013;Santosa, 2015;Tajeddin & Teimournezhad, 2014;Toprak & Aksoyalp, 2015;Vettorel & Lopriore, 2013).…”

Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong

“…The awareness that textbooks carry hidden values and ideologies has motivated numerous critical analyses of textbooks and curriculum materials over the last two decades, focusing on the representation of culture, ideology, gender and ethnic stereotypes, emotions and attitudes, and so on (e.g., Chen, 2010;Lee & Collins, 2008;Liu, 2005;Mahboob, 2009;Xiong, 2012). Among the studies, English textbooks, which are the focus of the current paper, have attracted much attention from various EFL regions, for example, China (Xiong, 2012), Japan (Lee, 2014), and Iran (Asgari, 2011). In Hong Kong, however, not many studies have been carried out.…”