TÜRKİYE’DEKİ ORTAÖĞRETİM İNGİLİZCE DERS KİTAPLARINDA KÜLTÜREL SUNUM

Year 2022, Volume: 4 Issue: 8, 58 - 69, 25.12.2022

Nilufar Eşkan , Kadriye Dilek Bacanak

https://doi.org/10.55143/alkad.1165399

Abstract

Ders kitaplarında kültürel içeriğe yer verilmesi dil eğitiminde önemli konulardan biri haline gelmiştir. Bu bağlamda, İngilizce ders kitaplarının yerel ve çok kültürlü unsurları ve hedef kültürü temsil edecek kadar nitelikli olup olmadıklarını ölçmek için analiz edilmesi gerekmektedir. Bu çalışma, Türkiye'de ortaöğretimde kullanılan dört İngilizce ders kitabındaki içeriklerin temsilini incelemeyi amaçlamıştır. Türkiye'de hazırlanan iki kitap ile Türkiye dışında hazırlanan iki kitabın kültürel temsil açısından farklı olduğu gözlemlenmiştir.

Keywords

Kültürel temsil, İngilizce Ders Kitapları, Türkiye'de İngilizce Ders Kitapları

Thanks

Bana yol gösteren, kendisiyle çalışmaktan mutluluk duyduğum saygıdeğer hocam Prof. Dr. Kadriye Dilek Bacanak’a sonsuz teşekkürlerimi sunarım.

Cultural Presentation in Turkish Secondary EFL Coursebooks

Abstract

Abstract
The inclusion of cultural content in textbooks has become one of the important issues in language education. In this context, the analysis of English textbooks is necessary to measure whether they are qualified enough to represent local and multicultural elements as well as the target culture. This study aimed to analyze the representation of the contents in four English textbooks used in secondary education in Turkiye. It has been observed the two books prepared in Turkiye and the two books prepared outside Turkiye are different in terms of cultural representation.

Keywords

Cultural representation, English Coursebooks, English Coursebooks in Turkiye.

References

• Alptekin, C. (2002, January). “Towards intercultural communicative competence. towards ıntercultural communicative competence”. ELT Journal, 56(1), 57-63. doi:10.1093/elt/56.1.57
• Block, D. & Cameron, D. (Eds.) (2002). Globalization and Language Teaching. London: Routledge.
• Cortazzi, M. ve Jin L. (1999). “Cultural mirrors: Materials and methods in the EFL Classroom”.
• Hinkel E. (Ed.) Culture in second language teaching and learning. Cambridge, England: Cambridge University Press. pp. 196-219.
• Çelik, S. ve Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?’, Eğitim ve Bilim 2013, Cilt 38, Sayı 167, ss.336-351.
• Demirbaş, M. N. (2013). Investigating intercultural elements in English coursebooks. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 291-304.
• Dinçer, E. (2019) An Analyis Of Cultural Content Of The ELT Coursebook “Teenwise”. Master Thesis. Dicle University.
• Erdoğan, S. B. (2015). Acquiring intercultural competence from coursebooks: an analysis of learning tasks in the course book "The Big Picture". Yayımlanmamış yüksek lisans tezi, Çağ Üniversitesi, Mersin.
• Gray, J. (2002). “The global coursebook in English language teaching”. Block,D., Cameron, D. (Eds.). Globalization and language teaching. London: Routledge. ss. 151-167.
• Hamiloğlu, K. and B. Mendi. 2010. A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching 7, no. 1: 16–24.
• Kirkgoz, Y. & Agcam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. CEPS Journal, 1, 153-167.
• Lee, Kang-Young (2009) Treating culture: What 11 high school EFL conversation textbooks in South Korea. English Teaching: Practice and critique. 8: 76-96.
• Liu, S., & Laohawiriyanon, C. (2013). Cultural content in EFL listening and speaking textbooks for Chinese university students. International Journal of English Language Education, 1(1), 82-93.
• McKay, S. (2003). “Teaching English as an international language: the Chilean context”. ELT, 57(2), ss. 139-148.
• Messekher, Hayat (2014). “Cultural Representations in Algerian Textbooks. In International Perspectives on Materials in ELT”. Sue Garton and Kathleen Graves (Eds.). (Part I: Global and Local Materials). Palgrave Macmillan: UK ss. 69-86.
• Robinson-Stuart, G. ve Nocon, H. (1996). “Second culture acquisition: Ethnography in the foreign language classroom”. The Modern Language Journal 80(4), 431-449.
• Toprak, T., & Aksoyalp, Y.(2015). The Question of Re-Presentation In EFL Course Books: Are Learners of English Taught about New Zealand, 91-104.
• Tseng, Y.H.. (2002). “A lesson in culture”. ELT Journal, 56(1), 11-21.
• Watson, Judith (2010). “Culture and the Future of French Studie”s. Contemporary French and Francophone Studies. 14(5). 477-484.
• Widdowson, H. G. (1998). “Context, community and authentic language”. TESOL Quarterly 32(4), 705–716.
• Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT journal, 65(4), 458-466.
• Xiao, J. (2010). Cultural contents of an in-use EFL textbook and English major students’ attitudes and perceptions towards culture learning at Jiangxi University of Science and Technology, China (Doctoral dissertation, Prince of Songkla University).
• Xu, Z. (2010). Chinese English: Feautres and implications. Hong Kong: Open University of Hong Kong Press.