Intercultural Communicative Competence in High School English Textbooks of Iran and India: A Comparative Analysis

Document Type : Original Article

Author

Associate Prof. Department of English Language & Literature , Farhangian University, Tehran, Iran

10.22034/ijce.2020.250406.1220

Abstract

It seems that the current English textbook developers are not only interested in developing their audience's communicative competence but also willing to improve the learners' intercultural competence. This shift in instructional goals is in line with the emerging shift in the learners' need to use English as an international language rather than a second or a foreign language. It is noteworthy that there has been considerable research on the cultural content of high school textbooks in Iran; however, little attempt was done to adopt a comparative intercultural perspective to them. Having noticed the weighty contributions of the locally developed textbooks in Iran and India with regard to their expansive distribution and use among English learners, the researcher investigated Iranian high school textbooks (Prospect and Vision) and the official high school textbooks in India (Standard English) from a comparative perspective based on intercultural communicative competence emphasizing critical awareness, and discovery and interaction skills as its defining criteria. Through content analysis, the whole contents of the Iranian and Indian high school English textbooks, 12 volumes in all, were analyzed and the instances the intercultural communicative competence were quantatively recorded, classified and discussed. The results revealed that, Standard English, the textbook developed in outer circle in India, to little extent, included intercultural communicative competence, especially, critical cultural awareness. By contrast, the Iranian high school English textbooks totally were deprived of intercultural communicative competence components since there was not a plausible example of interculturally communicative tasks in Prospect and Vision.

Keywords


Article Title [فارسی]

مطالعه‌ی تطبیقی توانش ارتباطی بینا فرهنگی در کتب زبان انگلیسی دبیرستان‌های ایران و هندوستان

Author [فارسی]

  • مجتبی مقصودی
استادیار، گروه زبان وادبیات انگلیسی ، دانشگاه فرهنگیان، تهران، ایران
Abstract [فارسی]

به نظر می‌رسد که نویسندگان کتب درسی آموزش زبان انگلیسی نه تنها به پرورش توانش ارتباطی بلکه به تقویت توانش ارتباطی بینا‌فرهنگی نیز علاقه‌مند شده‌اند. این تغییر در اهداف آموزشی، در راستای تغییر در نیاز زبان‌آموزان به یادگیری زبان انگلیسی به عنوان زبان بین‌المللی بوده و بدین معنی است که آنان زبان انگلیسی را به عنوان زبان دوم یا زبانی بیگانه نمی‌نگرند. اگرچه، مطالعات متعددی برای ارزیابی محتوای فرهنگی کتب زبان انگلیسی دوره متوسطه در ایران انجام شده است اما تلاش چندانی برای بررسی توانش بینا‌فرهنگی از منظرتطبیقی به‌عمل نیامده‌است. با در نظر گرفتن اهمیت کتاب‌های درسی بومی در ایران و هند به لحاظ توزیع و استفاده گسترده از آن‌ توسط دانش‌‌آموزان ، محقق حاضر کوشید تا از دیدگاه تطبیقی و براساس توانش ارتباطی بینا فرهنگی - که بر آگاهی انتقادی و مهارت‌های اکتشافی و تعاملی تاکید می‌ورزد - ، کتب درسی زبان انگلیسی دبیرستان‌های هند (استاندارد انگلیش) و ایران (پراسپکت و ویژن) را مورد بررسی و تحلیل قرار دهد. برای تحلیل داده ها از روش تحلیل محتوا استفاده و محتوای 12 کتاب درسی منتخب مورد بررسی قرارگرفت . سپس نمونه‌های مرتبط با مولفه‌های توانش ارتباطی بینا فرهنگی شناسایی، طبقه‌بندی و مورد بحث و بررسی قرار گرفتند. یافته های تحقیق نشان داد مولفان کتب استاندارد انگلیش به‌طور محدود به آموزش توانش ارتباطی بینا فرهنگی – بویژه به آگاهی انتقادی فرهنگی - ، توجه کرده اند  در حالی که در کتب پراسپکت و ویژن به این موضوع  چندان بها داده نشده است

Keywords [فارسی]

  • تحلیل تطبیقی
  • توانش ارتباطی بین فرهنگی
  • ایران
  • هند
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