Research Article
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Year 2023, Issue: 36, 1321 - 1332, 21.10.2023

Monireh Azimzadeh Yiğit Emrah Dolgunsöz

https://doi.org/10.29000/rumelide.1369167

Abstract

References

  • Awayed-Bishara, M. 2015. “Analyzing the Cultural Content of Materials Used for Teaching English to High School Speakers of Arabic in Israel.” Discourse & Society, 26: 517–542
  • Azimzadeh, M. (2022). Representation of Cultural Elements in Iranian EFL High Schools’ Textbook, Vision 1. Bayburt Eğitim Fakültesi Dergisi, 17(33), 73-93.
  • Cohen, L., Manion, L. & Morrison, K. (2007): Research Methods in Education. Routledge; 6th Edition
  • Çakır, E. C. (2021). An evaluation of the" upswing English" textbook from the sociolinguistic perspective. Pesa Uluslararası Sosyal Araştırmalar Dergisi, 7(1), 63-75.
  • Dinh, T. N., and F. Sharifian. 2017. “Vietnamese Cultural Conceptualisations in the Locally Developed English Textbook: A Case Study of ‘Lunar New Year’/‘Tet’.” Asian Englishes 19: 148–159
  • Dolgunsöz, E., & Yiğit, M. A. (2022). A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2), 206-219.
  • Garton, S. (2014). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in Language Planning, 15(2), 201–219.
  • Gómez Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile Issues in Teachers Professional Development, 17(2), 167–187.
  • Byram, M., Gribkova, B., Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe.
  • Graddol, D. (2006). English Next. London: British Council.
  • Hu, G., & McKay, S. L. (2014). Multilingualism as portrayed in a Chinese English textbook. In J. Conteh & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 64–88). Bristol, UK: Multilingual Matters.
  • Hu, X.Q., Jiang, X.X. (2011). Kachru’s three concentric circles and English teaching fallacies in EFL and ESL contexts. Changing English, 18(2), 219-228.
  • Joo, S. J., Chik, A., & Djonov, E. (2020). The construal of English as a global language in Korean EFL textbooks for primary school children. Asian Englishes, 22(1), 68-84.
  • Khan, Ö., & Tas, T. (2020). Can Local Coursebooks in Turkey Be an Alternative to Their Global Counterparts for the Teaching of Speaking?. Novitas-ROYAL (Research on Youth and Language), 14(1), 1-12.
  • Krippendorff, K. (2004). Measuring the reliability of qualitative text analysis data. Quality and quantity, 38, 787-800.
  • McConachy, T. 2018. Critically Engaging with Cultural Representations in Foreign Language Textbooks. Intercultural Education. Advance online publication
  • McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal, 49(1), 9-23.
  • Mukundan, J., Nimechisalem, V. (2015). Refinement of the English language teaching textbook evaluation checklist. Social Sciences & Humanities, 23(4), 761–780.
  • Pennycook, A. 1994. The Cultural Politics of English as an International Language. London: Pearson.
  • Şahin,H. İ. (2022). An evaluation of EFL coursebooks used in state schools in Turkiye based on teachers' opinions. Futuristic Implementations of Research in Education (FIRE),3 (1),40-56.
  • Solhi, M., Mert, Y. Z., Çelen, Z., & Kısa, R. (2021). Evaluating the long-term effectiveness of English language coursebooks at Turkish public high schools. Eurasian Journal of Applied Linguistics, 7(1), 458–483.
  • Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24(4), 382–390.
  • Su, Y.-C. 2016. “The International Status of English for Intercultural Understanding in Taiwan’s High School EFL Textbooks.” Asia Pacific Journal of Education 36: 390–408
  • Tafazoli, D., & Egan, K. (2022). Antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (37), 63-88.
  • Tomlinson, B., & Masuhara, H. (2013). Adult coursebooks. ELT Journal, 67(2), 233–249.
  • Toprakcı, N., Özaydınlı, B. (2020). Textbooks in English Language Teaching in view of globalisation, localisation and glocalisation. International Online Journal of Education and Teaching (IOJET), 8(2). 853-883.
  • Uğurlu, M., Taş,S. (2020). The Representation Of Cultures In English Language Textbooks: A Comparison Of Three Textbooks Used In Turkiye. Ahi Evran Akademi, 1(2).
  • Weber, R.P. (1990). Content Analysis. Basic Content Analysis. Thousand Oaks: Sage Publications.
  • Weninger, C., and T. Kiss. 2013. “Culture in English as A Foreign Language (EFL) Textbooks: A Semiotic Approach.” TESOL Quarterly 47: 694–716.
  • Widdowson, H. G. (1994). The Ownership of English. TESOL Quarterly, 28, 377-389.
  • Xiang, R., Yenika-Agbaw, V. (2021). EFL textbooks, culture and power: a critical content analysis of EFL textbooks for ethnic Mongols in China. Journal of multilingual and multicultural development, 42(4), 327-341.

A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework

Year 2023, Issue: 36, 1321 - 1332, 21.10.2023

Monireh Azimzadeh Yiğit Emrah Dolgunsöz

https://doi.org/10.29000/rumelide.1369167

Abstract

Due to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.

Keywords

EFL culture textbook ELT

References

  • Awayed-Bishara, M. 2015. “Analyzing the Cultural Content of Materials Used for Teaching English to High School Speakers of Arabic in Israel.” Discourse & Society, 26: 517–542
  • Azimzadeh, M. (2022). Representation of Cultural Elements in Iranian EFL High Schools’ Textbook, Vision 1. Bayburt Eğitim Fakültesi Dergisi, 17(33), 73-93.
  • Cohen, L., Manion, L. & Morrison, K. (2007): Research Methods in Education. Routledge; 6th Edition
  • Çakır, E. C. (2021). An evaluation of the" upswing English" textbook from the sociolinguistic perspective. Pesa Uluslararası Sosyal Araştırmalar Dergisi, 7(1), 63-75.
  • Dinh, T. N., and F. Sharifian. 2017. “Vietnamese Cultural Conceptualisations in the Locally Developed English Textbook: A Case Study of ‘Lunar New Year’/‘Tet’.” Asian Englishes 19: 148–159
  • Dolgunsöz, E., & Yiğit, M. A. (2022). A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2), 206-219.
  • Garton, S. (2014). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in Language Planning, 15(2), 201–219.
  • Gómez Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile Issues in Teachers Professional Development, 17(2), 167–187.
  • Byram, M., Gribkova, B., Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe.
  • Graddol, D. (2006). English Next. London: British Council.
  • Hu, G., & McKay, S. L. (2014). Multilingualism as portrayed in a Chinese English textbook. In J. Conteh & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 64–88). Bristol, UK: Multilingual Matters.
  • Hu, X.Q., Jiang, X.X. (2011). Kachru’s three concentric circles and English teaching fallacies in EFL and ESL contexts. Changing English, 18(2), 219-228.
  • Joo, S. J., Chik, A., & Djonov, E. (2020). The construal of English as a global language in Korean EFL textbooks for primary school children. Asian Englishes, 22(1), 68-84.
  • Khan, Ö., & Tas, T. (2020). Can Local Coursebooks in Turkey Be an Alternative to Their Global Counterparts for the Teaching of Speaking?. Novitas-ROYAL (Research on Youth and Language), 14(1), 1-12.
  • Krippendorff, K. (2004). Measuring the reliability of qualitative text analysis data. Quality and quantity, 38, 787-800.
  • McConachy, T. 2018. Critically Engaging with Cultural Representations in Foreign Language Textbooks. Intercultural Education. Advance online publication
  • McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal, 49(1), 9-23.
  • Mukundan, J., Nimechisalem, V. (2015). Refinement of the English language teaching textbook evaluation checklist. Social Sciences & Humanities, 23(4), 761–780.
  • Pennycook, A. 1994. The Cultural Politics of English as an International Language. London: Pearson.
  • Şahin,H. İ. (2022). An evaluation of EFL coursebooks used in state schools in Turkiye based on teachers' opinions. Futuristic Implementations of Research in Education (FIRE),3 (1),40-56.
  • Solhi, M., Mert, Y. Z., Çelen, Z., & Kısa, R. (2021). Evaluating the long-term effectiveness of English language coursebooks at Turkish public high schools. Eurasian Journal of Applied Linguistics, 7(1), 458–483.
  • Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24(4), 382–390.
  • Su, Y.-C. 2016. “The International Status of English for Intercultural Understanding in Taiwan’s High School EFL Textbooks.” Asia Pacific Journal of Education 36: 390–408
  • Tafazoli, D., & Egan, K. (2022). Antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (37), 63-88.
  • Tomlinson, B., & Masuhara, H. (2013). Adult coursebooks. ELT Journal, 67(2), 233–249.
  • Toprakcı, N., Özaydınlı, B. (2020). Textbooks in English Language Teaching in view of globalisation, localisation and glocalisation. International Online Journal of Education and Teaching (IOJET), 8(2). 853-883.
  • Uğurlu, M., Taş,S. (2020). The Representation Of Cultures In English Language Textbooks: A Comparison Of Three Textbooks Used In Turkiye. Ahi Evran Akademi, 1(2).
  • Weber, R.P. (1990). Content Analysis. Basic Content Analysis. Thousand Oaks: Sage Publications.
  • Weninger, C., and T. Kiss. 2013. “Culture in English as A Foreign Language (EFL) Textbooks: A Semiotic Approach.” TESOL Quarterly 47: 694–716.
  • Widdowson, H. G. (1994). The Ownership of English. TESOL Quarterly, 28, 377-389.
  • Xiang, R., Yenika-Agbaw, V. (2021). EFL textbooks, culture and power: a critical content analysis of EFL textbooks for ethnic Mongols in China. Journal of multilingual and multicultural development, 42(4), 327-341.
There are 31 citations in total.

Details

Primary Language English
Subjects British and Irish Language, Literature and Culture
Journal Section World languages and litertures
Authors

Monireh Azimzadeh Yiğit This is me 0000-0003-1598-1457

Emrah Dolgunsöz 0000-0002-1277-2177

Publication Date October 21, 2023
Published in Issue Year 2023 Issue: 36

Cite

APA Yiğit, M. A., & Dolgunsöz, E. (2023). A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay’s Analytic Framework. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(36), 1321-1332. https://doi.org/10.29000/rumelide.1369167
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