چکیده

The necessity of integrating culture teaching in foreign language education has been long recognized by scholars and educators, but what kinds of cultural information should be taught is still a confusing problem. In Iran, English is taught as a foreign language, so the most of English teaching and learning happen in classrooms, which means teaching materials play an important role in English teaching and learning. Moreover, it is believed that the language of certain people reflects the culture of their society. Thus, language and culture seem to be inseparable; the teaching of culture is an integral part of EFL learning and teaching. Concerning the importance of culture in foreign language learning and the vital role of textbooks in providing learning materials, this paper first signifies the importance of textbook evaluation and intercultural communicative competence. Next, it employs Byram’s (1993) checklist of cultural content analysis to investigate the extent to which recently developed Iranian English course books (Prospect 1, 2, and 3) take into account the promotion of intercultural awareness at the national and international levels. The study took a checklist approach combined with semi-structured interviews to analyze the content of the textbooks. The content analysis revealed that cultural elements are mostly presented at the national level while intercultural elements seeme to be inadequately addressed at the international level. The interviews also supported the findings by indicating that national level and international level elements are presented inequitably throughout the textbooks. The implications of the study are further discussed.

کليدواژه ها

Intercultural Coomunicative Competence, Textbook Evaluation ,Prospect

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Mohammad Reza Fasihi , 1398 , An Evaluation of Iraninan High School English Textbooks in the Light of Interactional Competence , اولين کنفرانس بين المللي مطالعات زبان انگليسي