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İki İngilizce Ders Kitabının Kültürel Unsurlar Açısından Karşılaştırmalı Analizi (Headway ve English File)

Year 2021, , 2259 - 2276, 31.12.2021
https://doi.org/10.17679/inuefd.983302

Abstract

Bu çalışma, İngilizcenin yabancı/ikinci dil olarak öğretiminde yaygın olarak kullanılan iki farklı İngilizce ders kitabındaki (Headway ve English File) kültürel unsurların karşılaştırmalı bir analizini yapmayı amaçlamıştır. Bu doğrultuda, Headway ve English File'daki tüm etkinlikler kültürel unsurların nasıl temsil edildiğini ortaya çıkarmak için incelenmiştir. Araştırma nitel araştırma olarak tasarlanmış ve veri toplama aracı olarak doküman incelemesi yöntemi kullanılmıştır. Ders kitaplarından elde edilen veriler içerik analizi yöntemiyle değerlendirilmiştir. Yapılan içerik analizi sonucunda English File'da Headway'e kıyasla daha fazla kültürel öğenin bulunduğu tespit edilmiştir. Sonuçlar farklılık gösterse de, çalışma genel olarak iki ders kitabında da hedef dilin kültürel öğelerinin baskın olduğu sonucuna varmıştır. Daha detaylı ifade edilecek olursa, her iki ders kitabında da hedef kültür ilk sırada yer alırken, onu sırasıyla uluslararası ve yerel kültür izlemiştir. Özetle, bu ders kitaplarında hedef kültür unsurlarına daha fazla yer verilmiştir. Elde edilen bulgulara dayalı olarak, öğrenenlerin kültürlerarası yeterliklerini geliştirmek için sadece hedef kültürün değil, diğer dünya kültürlerinin de ders kitaplarına entegre edilmesi önerilmektedir.

References

  • Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143.
  • Arslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia-Social and Behavioral Sciences, 232, 217-225.
  • Avinç, F. (2012). The place of culture in foreign language education: an analysis of teachers’ and students’ views, and of New Bridge to Success series (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Edirne, Türkiye.
  • Balboni, P. E., & Caon, F. (2014). A performance-oriented model of intercultural communicative competence. Journal of Intercultural Communication, 35, 1-12.
  • Barışkan, C. (2010). Türkiye’de hazırlanan İngilizce ders kitapları ile uluslararası İngilizce ders kitapları arasındaki kültür aktarımı farkları (Yayımlanmamış yüksek lisans tezi). Trakya Üniversitesi, Edirne, Türkiye.
  • Böcü, A.B., & Razı, S. (2016). Evaluation of textbook series ‘Life’ in terms of cultural components. Journal of Language and Linguistic Studies, 12(2), 221-237.
  • Brown, H.D. (2000). Principles of language learning and teaching (4th ed.). New York: Addison Wesley Longman.
  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass: Belkapp Press.
  • Bulut M. & Arıkan A. (2015). Socially responsible teaching and English language coursebooks: Focus on ethnicity, sex, and disability. E-Journal of Yaşar University, 10, 13-20.
  • Byram, M. (1993). Language and Culture Learning: The Need for Integration. In M. Byram (Ed.), Germany, its Representation in Textbooks for Teaching German in Great Britain. Frankfurt am Main: Diesterweg, 3-16.
  • Byram, M. (1997). Cultural studies and foreign language teaching. In S. Bassnett (Ed.), Studying British cultures: An introduction. London: Routledge.
  • Byram, M. (1998). Teaching culture and language: towards an integrated model. In D. Buttjes and M. Byram (Eds.), Mediating languages and cultures: towards an intercultural theory of foreign language education (pp. 17-32). Clevedon: Multilingual Matters.
  • Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg: Council of Europe.
  • Celce- Murcia, M. (2001). Teaching English as a Second or Foreign Language. New York: Newburry House.
  • Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cambridge University Press.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume, Council of Europe Publishing, Strasbourg. Retrieved December 22, 2020 from https://rm.coe.int/1680459f97.
  • Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg. Retrieved December 22, 2020 from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York: Taylor & Francis.
  • Creswell, J. (2018). Nitel Araştırma Yöntemleri (4. baskı). (Çev. M. Bütün ve S.B. Demir). Ankara: Siyasal Kitabevi.
  • Cunningsworth, A. (2002). Choosing Your Coursebook. Cambridge: Cambridge University Press.
  • Çakır, I. (2010). The frequency of culture-specific elements in the ELT coursebooks at elementary schools in Turkey. Novitas-ROYAL (Research on Youth and Language), 4(2), 182-189.
  • Çelik, S. & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: do standardized teaching texts incorporate intercultural features? Eğitim ve Bilim, 38(167), 336-351.
  • Demirbaş, M. N. (2013). Investigating intercultural elements in English coursebooks. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 291-304.
  • Demirel, B. & Tarakcıoğlu, A. Ö. (2016). Perceptions of the language instructors towards coursebook content in terms of intercultural communicative competence: A sample case-New Inside Out Elementary. Higher Education of Social Science, 11(3), 1-13.
  • Dimici, K., Yıldız, B., & Başbay, A. (2018). Bir İngilizce Ders Kitabının (English File) Çokkültürlülük Açısından İncelenmesi, Dil Eğitimi ve Araştırmaları Dergisi, 4(3), 175-200.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri (Geliştirilmiş 2. baskı). Ankara: Anı Yayıncılık.
  • Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford University Press.
  • 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, Türkiye.
  • Firth, A. (1996). The Discursive Accomplishment Of Normality. On ‘Lingua Franca’ English And Conversation Analysis. Journal of Pragmatics. 26(2), 237-259.
  • Göktaş, Y. (2013). Place of multiculturalism in “English Unlimited” used at university preparatory classes in Turkey (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Gözgenç, G. S. (2016). Acquiring intercultural communicative competence from coursebooks: an analysis of reading activities in the coursebook “Speakout” (Yayımlanmamış yüksek lisans tezi). Çağ Üniversitesi, Mersin, Türkiye.
  • Günday, R. (2013). Çok dillilik ve çok kültürlülük bağlamında yabancı dil öğretimine toplumdilbilimsel yaklaşım. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(10), 313-330.
  • Hamiloğlu, K. & Mendi, B. (2010). A content analysis related to the cross-cultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
  • Hedge, M. N. (2004). A course book on language disorders in children. San Diego-London: Singular Publishing Group Inc.
  • Iriskulova, A. (2012). The Investigation Of The Cultural Presence In Spot On 8 Elt Textbook Published In Turkey: Teachers’ And Students’ Expectations Versus Real Cultural Load Of The Textbook (Published master dissertation). Middle East Technical University, Ankara, Turkey.
  • Karasar, N. (2020). Bilimsel araştırma yöntemi (35. basım). Ankara: Nobel Akademik Yayıncılık.
  • Kayapınar, U. (2009). Coursebook evaluation by English teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 68-78.
  • Korkmaz, İ. (2009). İngilizce ders kitaplarındaki kültür ve çok kültürlülük kavramları üzerine betimsel bir çalışma (Yayımlanmamış Yüksek Lisans Tezi). Trakya Üniversitesi, Edirne, Türkiye.
  • Köroğlu, Z. Ç. (2013). Language instructors’ perspectives on textbook content in terms of intercultural communicative competence: Gazi University Case (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara, Türkiye.
  • Lustig, M.W. & Koester, J. (2010). Intercultural Competence: Interpersonal Communication across Cultures (6th ed.). Boston: Pearson. Merriam, S. B. (2013). Nitel araştırma: desen ve uygulama için bir rehber (Çev. S. Turan). Ankara: Nobel Yayıncılık.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed). Thousand Oaks, CA: Sage.
  • Oğuzkan, F. (1993). Eğitim Terim Sözlüğü. Ankara: Emel Matbaacılık.
  • Seel, N. (2012). Encylopedia Of The Sciences Of Learning. Springer: U.S.A.
  • Soomro, S., Kazemian, B., & Mahar, I. (2015). The importance of culture in second and foreign language learning. Dinamika Ilmu: Journal of Education, 15(1), 1-10.
  • Taga, H. A. (1999). Sociology: An Introduction. Lahore: Ismail Brothers Publishers.
  • Taş, S. (2010). A critical evaluation of New English File series in terms of culture teaching. Sosyal Bilimler Araştırmaları Dergisi, 1(2), 168-177.
  • Thanasoulas, D. (2001). The importance of teaching culture in the foreign language classroom. Radical pedagogy, 3(3), 1-25.
  • Üzülmez, Y. K., & Karakuş, F. (2018). Ortaokul İngilizce Dersi Öğretim Programının Çokkültürlülük Açısından İncelenmesi Electronic Turkish Studies, 13(11), 773-802.
  • Wilkins, D. A. (1976). Notional Syllabuses. Oxford: Oxford University Press.
  • Yıldırım, A. & Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.

A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File)

Year 2021, , 2259 - 2276, 31.12.2021
https://doi.org/10.17679/inuefd.983302

Abstract

The current study aimed to do a comparative analysis of the cultural elements in two different English coursebooks (Headway and English File), which are commonly used for teaching English as a foreign/second language. With this purpose in mind, all the activities in Headway and English File were examined to find out how the cultural contents are represented. The study was designed as qualitative research, and the document analysis method was utilized as a data collection tool. The data collected in the coursebooks were evaluated through the content analysis method. As a result of the content analysis, it was revealed that more cultural elements were found in English File compared to the number of the cultural items found in Headway. Although the results varied, the study generally concluded that target cultural elements were dominant in two coursebooks. More specifically, target culture ranked the first, followed by international and local culture respectively in both coursebooks. To sum up, it was indicated that the elements of target culture were included more in these coursebooks. Based on the findings, it can be suggested that not only target culture but also other world cultures should be integrated into the coursebooks in order to enhance learners’ intercultural competence.

References

  • Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143.
  • Arslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia-Social and Behavioral Sciences, 232, 217-225.
  • Avinç, F. (2012). The place of culture in foreign language education: an analysis of teachers’ and students’ views, and of New Bridge to Success series (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Edirne, Türkiye.
  • Balboni, P. E., & Caon, F. (2014). A performance-oriented model of intercultural communicative competence. Journal of Intercultural Communication, 35, 1-12.
  • Barışkan, C. (2010). Türkiye’de hazırlanan İngilizce ders kitapları ile uluslararası İngilizce ders kitapları arasındaki kültür aktarımı farkları (Yayımlanmamış yüksek lisans tezi). Trakya Üniversitesi, Edirne, Türkiye.
  • Böcü, A.B., & Razı, S. (2016). Evaluation of textbook series ‘Life’ in terms of cultural components. Journal of Language and Linguistic Studies, 12(2), 221-237.
  • Brown, H.D. (2000). Principles of language learning and teaching (4th ed.). New York: Addison Wesley Longman.
  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass: Belkapp Press.
  • Bulut M. & Arıkan A. (2015). Socially responsible teaching and English language coursebooks: Focus on ethnicity, sex, and disability. E-Journal of Yaşar University, 10, 13-20.
  • Byram, M. (1993). Language and Culture Learning: The Need for Integration. In M. Byram (Ed.), Germany, its Representation in Textbooks for Teaching German in Great Britain. Frankfurt am Main: Diesterweg, 3-16.
  • Byram, M. (1997). Cultural studies and foreign language teaching. In S. Bassnett (Ed.), Studying British cultures: An introduction. London: Routledge.
  • Byram, M. (1998). Teaching culture and language: towards an integrated model. In D. Buttjes and M. Byram (Eds.), Mediating languages and cultures: towards an intercultural theory of foreign language education (pp. 17-32). Clevedon: Multilingual Matters.
  • Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg: Council of Europe.
  • Celce- Murcia, M. (2001). Teaching English as a Second or Foreign Language. New York: Newburry House.
  • Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cambridge University Press.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume, Council of Europe Publishing, Strasbourg. Retrieved December 22, 2020 from https://rm.coe.int/1680459f97.
  • Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg. Retrieved December 22, 2020 from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York: Taylor & Francis.
  • Creswell, J. (2018). Nitel Araştırma Yöntemleri (4. baskı). (Çev. M. Bütün ve S.B. Demir). Ankara: Siyasal Kitabevi.
  • Cunningsworth, A. (2002). Choosing Your Coursebook. Cambridge: Cambridge University Press.
  • Çakır, I. (2010). The frequency of culture-specific elements in the ELT coursebooks at elementary schools in Turkey. Novitas-ROYAL (Research on Youth and Language), 4(2), 182-189.
  • Çelik, S. & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: do standardized teaching texts incorporate intercultural features? Eğitim ve Bilim, 38(167), 336-351.
  • Demirbaş, M. N. (2013). Investigating intercultural elements in English coursebooks. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 291-304.
  • Demirel, B. & Tarakcıoğlu, A. Ö. (2016). Perceptions of the language instructors towards coursebook content in terms of intercultural communicative competence: A sample case-New Inside Out Elementary. Higher Education of Social Science, 11(3), 1-13.
  • Dimici, K., Yıldız, B., & Başbay, A. (2018). Bir İngilizce Ders Kitabının (English File) Çokkültürlülük Açısından İncelenmesi, Dil Eğitimi ve Araştırmaları Dergisi, 4(3), 175-200.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri (Geliştirilmiş 2. baskı). Ankara: Anı Yayıncılık.
  • Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford University Press.
  • 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, Türkiye.
  • Firth, A. (1996). The Discursive Accomplishment Of Normality. On ‘Lingua Franca’ English And Conversation Analysis. Journal of Pragmatics. 26(2), 237-259.
  • Göktaş, Y. (2013). Place of multiculturalism in “English Unlimited” used at university preparatory classes in Turkey (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Gözgenç, G. S. (2016). Acquiring intercultural communicative competence from coursebooks: an analysis of reading activities in the coursebook “Speakout” (Yayımlanmamış yüksek lisans tezi). Çağ Üniversitesi, Mersin, Türkiye.
  • Günday, R. (2013). Çok dillilik ve çok kültürlülük bağlamında yabancı dil öğretimine toplumdilbilimsel yaklaşım. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(10), 313-330.
  • Hamiloğlu, K. & Mendi, B. (2010). A content analysis related to the cross-cultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
  • Hedge, M. N. (2004). A course book on language disorders in children. San Diego-London: Singular Publishing Group Inc.
  • Iriskulova, A. (2012). The Investigation Of The Cultural Presence In Spot On 8 Elt Textbook Published In Turkey: Teachers’ And Students’ Expectations Versus Real Cultural Load Of The Textbook (Published master dissertation). Middle East Technical University, Ankara, Turkey.
  • Karasar, N. (2020). Bilimsel araştırma yöntemi (35. basım). Ankara: Nobel Akademik Yayıncılık.
  • Kayapınar, U. (2009). Coursebook evaluation by English teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 68-78.
  • Korkmaz, İ. (2009). İngilizce ders kitaplarındaki kültür ve çok kültürlülük kavramları üzerine betimsel bir çalışma (Yayımlanmamış Yüksek Lisans Tezi). Trakya Üniversitesi, Edirne, Türkiye.
  • Köroğlu, Z. Ç. (2013). Language instructors’ perspectives on textbook content in terms of intercultural communicative competence: Gazi University Case (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara, Türkiye.
  • Lustig, M.W. & Koester, J. (2010). Intercultural Competence: Interpersonal Communication across Cultures (6th ed.). Boston: Pearson. Merriam, S. B. (2013). Nitel araştırma: desen ve uygulama için bir rehber (Çev. S. Turan). Ankara: Nobel Yayıncılık.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed). Thousand Oaks, CA: Sage.
  • Oğuzkan, F. (1993). Eğitim Terim Sözlüğü. Ankara: Emel Matbaacılık.
  • Seel, N. (2012). Encylopedia Of The Sciences Of Learning. Springer: U.S.A.
  • Soomro, S., Kazemian, B., & Mahar, I. (2015). The importance of culture in second and foreign language learning. Dinamika Ilmu: Journal of Education, 15(1), 1-10.
  • Taga, H. A. (1999). Sociology: An Introduction. Lahore: Ismail Brothers Publishers.
  • Taş, S. (2010). A critical evaluation of New English File series in terms of culture teaching. Sosyal Bilimler Araştırmaları Dergisi, 1(2), 168-177.
  • Thanasoulas, D. (2001). The importance of teaching culture in the foreign language classroom. Radical pedagogy, 3(3), 1-25.
  • Üzülmez, Y. K., & Karakuş, F. (2018). Ortaokul İngilizce Dersi Öğretim Programının Çokkültürlülük Açısından İncelenmesi Electronic Turkish Studies, 13(11), 773-802.
  • Wilkins, D. A. (1976). Notional Syllabuses. Oxford: Oxford University Press.
  • Yıldırım, A. & Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.
There are 50 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Özlem Fakazlı 0000-0003-4509-607X

İlknur Baytar 0000-0003-3995-1420

Publication Date December 31, 2021
Published in Issue Year 2021

Cite

APA Fakazlı, Ö., & Baytar, İ. (2021). A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 2259-2276. https://doi.org/10.17679/inuefd.983302
AMA Fakazlı Ö, Baytar İ. A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File). INUEFD. December 2021;22(3):2259-2276. doi:10.17679/inuefd.983302
Chicago Fakazlı, Özlem, and İlknur Baytar. “A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File)”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 3 (December 2021): 2259-76. https://doi.org/10.17679/inuefd.983302.
EndNote Fakazlı Ö, Baytar İ (December 1, 2021) A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File). İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 3 2259–2276.
IEEE Ö. Fakazlı and İ. Baytar, “A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File)”, INUEFD, vol. 22, no. 3, pp. 2259–2276, 2021, doi: 10.17679/inuefd.983302.
ISNAD Fakazlı, Özlem - Baytar, İlknur. “A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File)”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/3 (December 2021), 2259-2276. https://doi.org/10.17679/inuefd.983302.
JAMA Fakazlı Ö, Baytar İ. A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File). INUEFD. 2021;22:2259–2276.
MLA Fakazlı, Özlem and İlknur Baytar. “A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File)”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 3, 2021, pp. 2259-76, doi:10.17679/inuefd.983302.
Vancouver Fakazlı Ö, Baytar İ. A Comparative Analysis of Two English Coursebooks in Terms of Cultural Elements (Headway and English File). INUEFD. 2021;22(3):2259-76.

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