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Intercultural Pragmatic Features in Iranian EFL Textbooks: A Content Analysis of a Locally Developed EFL Textbook Series Across Proficiency Levels and Activity Types | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 تیر 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.149549.2776 | ||
| نویسندگان | ||
| Hamid Allami* 1؛ Fereshteh Abolhasanpour2؛ Minoo Alemi2 | ||
| 1Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University | ||
| 2Department of English Language Teaching, WT.C., Islamic Azad University | ||
| چکیده | ||
| Despite growing global interconnectedness, many language programs inadequately prepare learners for real intercultural communication. This study examined the representation of intercultural pragmatic features in a locally produced EFL textbook taught in a nation-wide language center in Iran. The analysis was done using six features, namely, sociocultural awareness and interactional appropriateness, empathetic engagement and perspective coordination, adaptive communication and interactional negotiability, inferencing, pragmatic motivation, and strategic competence. A qualitative content analysis was conducted on six intermediate and advanced textbooks from the English Series used in a nation-wide language center. The study systematically analyzed different textbook components. Odd-numbered units from intermediate and even-numbered units from advanced textbooks were sampled. Features were coded into six categories in NVivo version 10, and repeated verification was used to verify coding consistency. The analysis identified 119 instances of intercultural pragmatic features. Of all six features, sociocultural awareness and interactional appropriateness appeared most frequently. However, other features were underrepresented. Moreover, advanced textbooks include 91 examples, whereas intermediate textbooks have only 28; the results point to a significant proficiency-level gap that could hinder equitable development of intercultural pragmatic competence. Based on the activity-type analysis, intermediate materials relied primarily on dialog and reading passages, while advanced materials used more listening and speaking tasks on intercultural pragmatics; however, writing tasks were rare in the series. The findings suggest a revision of textbook evaluation frameworks, enhancing intercultural pragmatic activities in learning materials (including writing tasks). Also, preparing curricula that address level-based disparities and explicitly teach pragmatic skills to underrepresented students. | ||
| کلیدواژهها | ||
| EFL Textbooks؛ Textbook Evaluation؛ Intercultural Pragmatic Competence؛ locally developed materials؛ proficiency level | ||
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آمار تعداد مشاهده مقاله: 93 |
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