نوع مقاله : مقاله پژوهشی
نویسندگان
1 Assistant Professor, Department of English Language Teaching, Farhangian University, Tehran, Iran
2 M.A. in TEFL,, Department of English Language Teaching, Farhangian University, Tehran, Iran
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study provides a comparative analysis of “Vision 3,” a textbook in Iran, and “Notifier,” a textbook in Turkey, both designed for 12th-grade students. The analysis is framed by the revised version of Jin and Cortazzi’s (1999) framework, which was further elaborated by Tajeddin and Teimournezhad (2014). This framework facilitates the categorization of cultural content into four distinct groups: source culture, target culture, international culture, and globally shared culture. A quantitative method was employed to collect data on the presence of these cultural categories within each textbook. The analysis indicates that both textbooks include a mix of all four cultural types. However, there is a notable difference in the emphasis each textbook places on these categories. “Notifier” predominantly focuses on target culture content, suggesting an educational intent to expose students to the culture of the language of instruction. In contrast, “Vision 3” emphasizes source culture content, reflecting an approach that prioritizes the students’ own cultural heritage and identity.
کلیدواژهها [English]
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