İNGİLİZCE DERS KİTAPLARINDA KÜLTÜRLERARASI UNSURLARIN İNCELENMESİ

Yıl 2013, Cilt: 14 Sayı: 2, 291 - 304, 01.05.2013

Muzeyyen Nazli Demırbas

Öz

Kültürlerarası iletişimsel yeterlik yabancı dil öğretimi için son zamanlarda iletişimsel yeterliğe göre oldukça önem arz etmektedir. Kültürlerarasi iletişimde etkili olabilmek için yabancı dil eğitiminde bir takım kriterler söz konusudur. Bunlardan birisi yabancı dil kitaplarına çeşitli kültürlere ve hedef kültüre yönelik görsel ve metinsel içeriklerin eklenmesidir. Buna göre, ders kitaplarının metin ve görsellerinde sıklıkla kullanılan kültürel ve hedef kültüre yönelik unsurları belirlemek için, bu calişma ortaokullarda okutulan, Avrupa Ortak Başvuru Metni’ne göre hazirlanmis ve MEB tarafından onaylanmış My English 5, Unique 6, Spring 7 ve Four Seasons English 8 kitaplarını incelemiştir. Sonuç olarak metin ve görsellerde hedef kültüre yönelik unsurlara daha sık rastlanılmıştır. Ayrıca bulunan kültürlerarası unsurların ise genellikle Japon, Fransız ve Alman kültürlerine ait oldukları belirlenmiştir. Ancak, her ne kadar yerel ders kitapları kültürel unsurları içerse de, bunları iletişime yönelik ve yaratıcı biçimde düzenleyerek öğrencilere sunmak yine öğretmenin sorumluluğundadır.

Anahtar Kelimeler

kültürlerarası iletişimsel yeterlik, ders kitabi, kültürel unsurlar

Investigating Intercultural Elements in English Coursebooks

Öz

Intercultural communicative competence is defined to be at the heart of foreign language education more than communicative competence nowadays. Performing competently in intercultural communication requires certain dimensions in language education. One of them is integration of intercultural and target culture specific elements in coursebooks. In order to build up a picture of frequently used intercultural and target culture specific items in coursebooks, this study analyzes the contents of ‘My English 5, Unique 6, Spring 7 and Four Seasons English 8’ for English language instruction in Turkish primary schools. Key findings from the data highlight that the target culture specific items in conversations and visuals outweigh the intercultural ones. Besides, intercultural items are usually found in certain cultures like Japanese, French and German. It is concluded that although local coursebooks have improved in inclusion of cultural items it highly depends on teachers to adapt those items and use them communicatively and creatively

Anahtar Kelimeler

EFL coursebooks, intercultural communicative competence, intercultural items

Kaynakça

• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–65.
• Baker, W. (2011). From cultural awareness to intercultural awareness; Culture in ELT. ELT Journal, 66(1), 62-70.
• Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233-247.
• Brown, H. D. (2010). Teaching by principles; an interactive approach to language pedagogy. New York: Longman.
• Byram, M. (1998). Teaching culture and language: towards an integrated model. In D. Buttjes and M. Byram (Eds.), In mediating languages and cultures: towards an intercultural theory of foreign language education (pp. 17-32). Clevedon: Multilingual Matters.
• Byram, M., & Feng, A. (2005). Teaching and researching intercultural competence. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 911-930). London: Lawrence Erlbaum Associates.
• Council of Europe. (2001). A Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
• Çakır, İ. (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.
• Guilherme, M. (2002). Critical citizens for an intercultural world: foreign language education as cultural politics. Clevedon: Multilingual Matters.
• Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
• Hyde, M. (1998). Intercultural competence in English language education. Modern English Teacher, 7(2), 7-11.
• Kachru, Y. (1986). Cross-cultural texts, discourse strategies and discourse interpretation. In L. E. Smith (Ed.), Discourse across cultures: strategies in world Englishes (pp. 87–100). London: Prentice Hall.
• Korkmaz, I. (2009). A descriptive study on the concepts of culture and multiculturalism in English language coursebooks. (Published master’s thesis), Trakya University, Edirne.
• Lazar, I. (2003). Incorporating Intercultural Communicative Competence in Language teacher Education. Kapfenberg: Council of Europe.
• Levrai, P. (2013). The coursebook as trainer. English Teaching Professional, 83, 4-7.
• McKay, S. (2003). Teaching English as an international language, ELT Journal, 57(2), 139–148.
• Ozisik, C. (2009). Devlet okullarındaki yabancı dil derslerinde hedef kültüre ait öğelerin aktarımı. Retrieved from http://www.ingilish.com/kultur-aktarimi.htm
• Seliger, H. W., & Shohamy, E. (1990). Second Language Research Methods. Oxford, Oxford University Press.