A Review and Analysis of the Book Series “Modern Farsi Teaching”, in terms of the Cultural Features in Common between Iran and the Arab World

Document Type : Original Article

Author

Linguistics Department, Ferdowsi University of Mashhad

Abstract

In new approaches to teaching language and culture, such as communicative and humanistic approaches, paying attention to linguistic and cultural similarities in language teaching, especially in early stages and basic levels, is considered very necessary and vital. In the present research, we study the common cultural features of Iran and Arab countries in the book series “Modern Farsi Teaching”, that its main audience are the speakers from the Arabic speaking countries. The research methodology in this paper is descriptive - qualitative content analysis. Chapel (2009) presents three levels or categories for cultural content, that is display, mention, and depiction; the same three levels have been considered in the analysis of data in this research and the results discussed in detail in the data analysis section. A total of 177 common cultural features were extracted, among them, the second volume with 49 features was in the first place and the fourth volume with 43 features was in the second place in terms of frequency. In total, the use of category of mention which was 66% in all the books has surpassed the two other categories. The category of display comes next with a 24% share, and the lowest share is the category of depiction, with a 10% share. Among other notable results, it can be mentioned that as the book level goes from basic to more advanced levels, which means an increase in the Linguistic knowledge of the learners, the frequency of display feature is reduced and the other two features take up a larger share.

Keywords

Main Subjects

References

Abolhassani Chimeh, Zahra (1394). Intercultural discourse in Persian books in application. Journal of Book Research and Writing
Academic. Volume 19 Number 37; Pp. 49-25.
Bahraini, Nasrin (1392). Analysis of cultural values ​​in English language teaching books. Journal of Cultural Strategy, No. 22: p. 182-163.
Qaboul, Ehsan (1392). Modern Persian language teaching (Volume I). Mashhad: Yassin Publishing
Qaboul, Ehsan (1392). Modern Persian language teaching (Volume II). Mashhad: Yassin Publishing
Qaboul, Ehsan (1393). Modern Persian language teaching (third volume). Mashhad: Yassin Publishing
Qaboul, Ehsan (1393). Modern Persian language teaching (Volume 4). Mashhad: Yassin Publishing
Qaboul, Ehsan (1394). Modern Persian language teaching (Volume 5). Mashhad: Yassin Publishing
Basal, A. & T. Aytan (2014). Investigation of Cultural Elements in Course books Developed
for Teaching Turkish as a Foreign Language . International Online Journal of educational Sciences. V6. N02. Pp. 328 - 336.
Brown, H. D. (2000) Principles of Language Learning and Teaching, NY, Longman
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. Council of Europe publishing: Strasbourg.
Byram, M. (2003). Cultural studies and foreign language teaching. In S. Bassnett (Ed.),
Studying British cultures (pp. 57- 69). London: Routledge.
Chapelle, C. A. (2009). A hidden curriculum in language textbooks: Are beginning learners of
French at U.S. universities taught about Canada? The Modern Language Journal, 93(2), 139-15.
Chastain, K. (1988). Developing second-language skills: Theory and practice. San Diego:
Harcourt Brace Jovanovich.
Cunningsworth, A. (1995). Choosing your Course book. Macmillan Heineman.
Hamiloğlu, K. & B. Mendi (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL course books. Sino – US English Teaching. V7, No. 1. Pp. 16 – 24.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University
Press.
Lund, R. (2006). Questions of culture and context in English language textbooks. A study of textbooks for the teaching of English in Norway, Unpublished Doctoral Dissertation, University of Bergen, Norway.
Lund, K. (2006). The awareness of context in second language acquisition theories. In Culture in Language Learning Aarhus Universitetsforlag.
Moran, P. R. (2001) Teaching culture: perspectives in practice Ontario, Canada: Heinle &
Heinle.
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education.
New York: Longman.
Nieto, S. (2009). Language, culture and teaching: critical perspectives. New York: Routledge  
Toprak, T., Aksoyalp, Y. (2015). The Question of Re-Presentation In EFL Course Books: Are
Learners of English Taught about New Zealand?. International Journal of Society, Culture & Language, 3(1), 91-104.
Scientific Biannual Journal of Language and Culture of Nations
Volume 3, Issue 6
January 2021
Pages 231-248

Files

Share

How to cite

Statistics