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:: Volume 1, Issue 10 (12-2018) ::
Iranian Journal of Educational Sociology 2018, 1(10): 124-132 Back to browse issues page
The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local) and their impact on Iranian EFL learners’ social identity
Ali Seidi1, Mohammad Khatib *2, Parviz Maftoon1
1- Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Department of English Language, Allameh Tabataba’i University, Tehran, Iran
Abstract:   (815 Views)
Purpose: Investigating the cultural content of EFL textbooks is significant in critical discourse studies. The effect of cultural values on EFL learners’ social identity has been less investigated in the Iranian context. This study aimed at identifying type of cultural values embedded in New Interchange and Passages textbooks in terms of being global, local or glocal and the impact of these textbooks’ cultural values on Iranian EFL learners’ social identity.
Methodology: 90 upper-intermediate EFL learners at 2 private language institutes and high schools in the city of Gilanegharb were selected among a population of 120 EFL learners based on taking an Oxford Placement Test (OPT). They were randomly divided into an experimental group (45 learners) and a control group (45 learners). The experimental group received global cultural teaching through exposure to private institute textbooks’ cultural values while the control group was taught through local cultural values embedded in the local textbooks. A Student Identity Questionnaire (SIQ) was used as both pre-test and posttest. Data were analyzed through Independent Sample T-tests using SPSS 21 software.
Findings: The results indicated that the most frequent textbook cultural values were social power through the U.S. superiority, social relation through friendship and party, and accomplishments through success. Further analysis showed that the textbook cultural values had a significant impact on social identity scores of Iranian EFL learners showing stronger agreement with global cultural values promoted in the imported textbooks.
Discussion: Results had implications for EFL teachers, learners, policy makers and material developers.
Keywords: Culture, globalization, globalization, identity construction, social identity
Full-Text [PDF 518 kb]   (239 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/03/26 | Accepted: 2019/03/26 | Published: 2019/03/26
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Seidi A, Khatib M, Maftoon P. The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local) and their impact on Iranian EFL learners’ social identity . Iranian Journal of Educational Sociology. 2018; 1 (10) :124-132
URL: http://iase-idje.ir/article-1-411-en.html

Volume 1, Issue 10 (12-2018) Back to browse issues page
انجمن جامعه شناسی آموزش و پرورش ایران Iranian journal of educational sociology
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