Investigating the Iranian EFL Teacher's Perception of Critical Cultural Awareness
الموضوعات :
مصطفی غفّاری
1
(
English Language Department, Islamic Azad University, Maragheh Branch, Maragheh, Iran
)
داوود کوهی
2
(
گروه انگلیسی، واحد مراغه، دانشگاه آزاد اسلامی، مراغه، ایران
)
مرتضی اصل رسولی
3
(
گروه انگلیسی، واحد مراغه، دانشگاه آزاد اسلامی، مراغه، ایران
)
الکلمات المفتاحية: culture, EFL teachers, Intercultural Communicative Competence, critical cultural awareness,
ملخص المقالة :
This study was an attempt to investigate the perception of Iranian senior high school teachers toward critical cultural awareness. The participants of the study comprised of 307 teachers in different high schools in Qazvin. All the participants filled in the Critical Cultural Awareness Questionnaire. The data were then fed into SPSS software and were subjected to Principal Components Analysis. Three factors were extracted and named as CCA in ELT Programs, CCA in ELT Textbooks and Materials, and CCA in General Terms, and the participants’ responses were analyzed based on these factors. The results indicated that the teachers’ critical awareness perception toward ELT Textbooks and Materials was the highest factor. The results of the item analysis revealed that teachers indicate all cultures should have an equal status in ELT textbooks and materials. It was concluded that the teachers’ cultural awareness regarding the integration of culture into mainstream teaching should be raised and they should pay more attention to culture in their classes. One significant implication of this study for EFL teachers and also syllabus designers is that an intercultural curriculum can enable learners to have a better understanding of the target materials.
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