Culture-Related Content in Textbooks of Advanced Series of Iran Language Institute

Culture-Related Content in Textbooks of Advanced Series of Iran Language Institute

The aim of this study was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differ in the extent to which they represent dimension of big ‘C’ culture and little ‘c’ culture, their stance in distribution of references of cultural category, and also what themes predominate. The analysis identifies just the cultural elements, and culture–free linguistic items were not counted. The statistical analysis suggests that the dominant culture category was the target culture with the least attention given to source culture. It was also found out that although the occurrences of themes of little “c” culture dimension in advanced textbooks 2 3 were slightly higher than those of big “c”, there was a wide gap between two dimensions in advanced textbook 1 which tends highly towards big “C” culture. There is lack of consistency in the occurrences of themes throughout the textbooks. The main absent themes were common little “c” themes (i.e. “Living Condition”, “Social Convention”, and “body language”). Such considerable lack of source information and imbalanced representation of cultural themes might not be sufficient to flourish Iranian learners’ intercultural communication competence (ICC) and thus might make intercultural communication difficult for them.

The aim of this study was to examine three advanced textbooks in Iran Language Institute (ILI) in an attempt to establish if they differ in the extent to which they represent dimension of big ‘C’ culture and little ‘c’ culture, their stance in distribution of references of cultural category, and also what themes predominate. The analysis identifies just the cultural elements, and culture–free linguistic items were not counted. The statistical analysis suggests that the dominant culture category was the target culture with the least attention given to source culture. It was also found out that although the occurrences of themes of little “c” culture dimension in advanced textbooks 2 3 were slightly higher than those of big “c”, there was a wide gap between two dimensions in advanced textbook 1 which tends highly towards big “C” culture. There is lack of consistency in the occurrences of themes throughout the textbooks. The main absent themes were common little “c” themes (i.e. “Living Condition”, “Social Convention”, and “body language”). Such considerable lack of source information and imbalanced representation of cultural themes might not be sufficient to flourish Iranian learners’ intercultural communication competence (ICC) and thus might make intercultural communication difficult for them.