بررسی مقابله ای قابلیت توسعه توانش بین فرهنگی کتب ILI و Rise and Shine
Subject Areas : آموزش زبان انگلیسی
1 - گروه انگلیسی، واحد صوفیان، دانشگاه آزاد اسلامی ،صوفیان، ایران
Keywords: بررسی کتب, توانش بین فرهنگی, کتابهای ILI, سری Rise and Shine,
Abstract :
در کلاس های آموزش زبان انگلیسی، مواد آموزشی بخش جدایی ناپذیری از هر دوره آموزشی می باشند. مواد آموزشی بارزترین ویژگی هر محیط زبان آموزی تلقی می شوند. یکی از این موارد کتاب های درسی مورد استفاده در موسسات آموزشی می باشد که در هدایت معلمان و زبان آموزان و راهنمایی آنها در فرایند زبان آموزی بسیار مهم هستند. هدف از این تحقیق مقایسه محتوای فرهنگی دو سری از کتاب های آموزشی مورد استفاده در موسسات در ایران می باشد؛ این کتب شامل ILI and Rise and Shine هستند. هدف از انجام این تحقیق روشن سازی سودمندی این کتاب ها در توسعه قابلیت بین فرهنگی زبان آموزان ایرانی می باشد. شرکت کنندگان شامل 30 نفر معلم در موسسات چیت سازان و کانون زبان می باشد که در سطح پیشرفته تدریس می کنند. ابزار این مطالعه پرسشنامه ای است که توسط صفا، مرادی و حمزوی (2015) طراحی شده است و شامل 38 سوال بر اساس طیف لیکرت می باشد. داده های جمع آوری شده با استفاده از آزمون تی تست مستقل تحلیل شده است. نتایج حاصل نشان داد که کتاب های Rise and Shine ویژگی های بین فرهنگی بیشتری از کتاب های کانون دارند و در توسعه قابلیت بین فرهنگی زبان آموزان کاربرد بیشتری دارند.
Abdullah, N. (2009). Cultural Elements in a Malaysian English Language Textbook. Retrieved from ddms.usim.edu.my/bitstream/handle.
Ahmadi Safa, M., Moradi, M., & Hamzavi, R. (2015). Iranian EFL Teachers and Learners Perspective on Potentiality of Top Notch Series for Intercultural Competence Development. Iranian Journal of Language Teaching Research, 3(2), 47-66.
Ahour, T, & Ahmadi, E. (2012). Retrospective evaluation of textbook “Summit 2B” for its suitability for EFL undergraduate students. Journal of Educational and Social Research, 2(5), 195-202.
Ahour, T., Towhidiyan, B., & Saeidi, M. (2014). The Evaluation of" English Textbook 2" Taught in Iranian High Schools from Teachers' Perspectives. English Language Teaching, 7(3), 150-158.
Belz, J. A. (2007). The development of intercultural communicative competence in telecollaborative partnerships. Languages for Intercultural Communication and Education, 15, 127.
Block, D. (1991). Some thoughts on DIY materials design. ELT Journal, 45, 211-217
Byram, M. (1997). Teaching and assessing intercultural communicative competence: Multilingual Matters.
Byram, M., Zarate, G,, & Neuner, G. (1997). Sociocultural competence in language learning and teaching: Studies towards a common European framework of reference for language learning and teaching. Manhattan Publication
Chen, G. M., Starosta, W. J., Lin, D., & You, Z. (1998). Foundations of intercultural communication: Allyn and Bacon Boston.
Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266.
Dervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts. New Approaches to Assessment in Higher Education, 5, 155-172.
Fantini, A. E. (2006). Exploring and assessing intercultural competence. Retrieved from http:// www.sit.edu/publications/docs/feil_research_report.pdf
Farsi, M, Rad, P., & Tondar, S. (2013). The cultural effects on L2 learners (Iranian). Indian Journal of Arts, 3(8), 4-6.
Fitzgerald, H. (2003). How different are we? Spoken discourse in intercultural communication: the significance of the situational context (Vol. 4). Multilingual matters.
Hamiloğlu, K., & Karlıova, H. (2009). A content analysis on the vocabulary presentation in EFL course books. Ozean Journal of Social Sciences, 2(1), 132-133.
Hutchinson, T, & Torres, E. (1994). The textbook as agent of change.
Jaeger, K. (1995). Teaching intercultural competence to university students. A. A. Jensen, K. Jæger & A. Lorentsen (Eds.), Intercultural competence. A new challenge for language teachers and trainers in Europe (pp. 265-285). Aalborg: Centre for languages and intercultural studies, Aalborg University, Denmark.
Kalsbeek, A. van (2008). Intercultural competences for Foreign Language Teachers. Intercultural Competence Assessment (INCA online). Retrieved from http://www.incaproject.org.
Litz, D. R. A. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL journal, 48(1), 1-53.
Otlowski, M. (2003). Ethnic diversity and gender bias in EFL textbooks. Asian EFL Journal, 5(2), 1-15.
Oz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. The Anthropologist, 19(1), 41-53.
Riasati, M. J., & Zare, P. (2011). Textbook evaluation: EFL teachers’ perspectives on “New Interchange”. Studies in Literature and Language, 1(8), 54-60.
Riazi, A. M. (2003). What do textbook evaluation schemes tell us?: A study of the textbook evaluation schemes of three decades Methodology and materials design in language teaching: Current perceptions and practices and their implications (pp. 52-69): SEAMEO Regional Language Centre.
Riazi, A., & Aryashokouh, A. (2007). Lexis in English Textbooks in Iran: Analysis of Exercises and Proposals for Consciousness-Raising Activities. Journal of Pan-Pacific Association of Applied Linguistics, 11(1).
Scollon, R., & Scollon, S. W. (1995). Interpersonal politeness and power. Intercultural Communication: A Discourse Approach. Oxford: Blackwell, 33-49.
Shahheidaripour, G. (1998). An Evaluative Review of a Course in English, Book# 4. Online Submission.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT journal, 42(4), 237-246.
Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). University of Hawai'I Second Langauge Studies Paper 26 (1).
Steele, R. (1989). Teaching language and culture: Old problems and new approaches. Georgetown University roundtable on languages and linguistics, 153-162.
Stern, H., Tarone, E. Stern, Hans H., Yule, G., & Stern, H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research: Oxford university press.
Taylor, E. W. (1994). A learning model for becoming interculturally competent. International journal of intercultural relations, 18(3), 389-408.
Tomlinson, B. (2003). Humanizing the coursebook. Developing materials for language teaching, 162-173.
Van Nostrand, A. D. (1999). Fundable knowledge: the marketing of defense technology. IEEE Transactions on Professional Communication, 42(2), 143-144.
Vellenga, H. (2004). Learning Pragmatics from ESL & EFL Textbooks: How Likely? Tesl-Ej, 8(2), n2.
Wiseman, R. L., & Koester, J. (1993). Intercultural communication competence: Sage Newbury Park, CA.
Zare-Behtash, E., & Banaruee, H. (2017). Critical Evaluation of the New Headway Advanced and the ILI Advanced Series: A comparison of curricular components and CLT objectives based on ACTFL. International Journal of Applied Linguistics and English Literature,6(5), 182-190.
Zare Toofal. Z., & Nasrollahi, A. (2018). American English File Book Evaluation. Journal of Applied Linguistics and Language Research, 5(2), 207-213.
