Abstract
This study focused on the analysis of the presentation of sources of culture in a series of English Textbooks used in Thailand and their presentation in the receptive skills and productive skills of language learning. It was revealed that source culture or Thai culture and international culture or culture of the foreign countries where English is used as a second or foreign language were presented in each series of textbooks in a much smaller proportion when compared to the target culture or the culture of America or Britain that accounted for almost half of the total units analysed. It was also shown that more than half of the units analysed were presented in receptive skills that show the target culture and less than half in productive skills that show the source culture. The results of this study provide implications for authors, publishers, and educational institutions on how sources of culture should be treated in English textbooks to better prepare Thai students for a wider range of international communicative settings.
Highlights
Source culture, target culture, international culture, and unspecified source of culture were unequally distributed in receptive skills and productive skills
Target culture accounted for almost half (47.36%) of the total units analyzed; following with a slight difference were source culture (19.40%) and international culture (17.40%); and the lowest was the unspecified source of culture (15.83%)
What was revealed from the results above is Thailand and other foreign countries were presented in each series of Access English textbooks but a lot lesser in proportion when compared to the target culture that accounted for almost half of the total units analyzed
Summary
1.1 EIL, Knowledge of Culture, and English TextbooksToday, English is an international language (EIL) used for global communication and a lingua franca for cross-cultural communication with both native English speakers and non-native English speakers (Bada & Ulum, 2017; Crystal, 2003; Jenkins, 2003, McKay, 2002; Ulum, 2016; Ulum & Erdoğan, 2016; Ulum & Köksal, 2019; Ulum & Köksal, 2019; Yamada, 2010). Crystal (2008) mentioned that as of 2003 the non-native English speakers already outnumbered the native English speakers by a ratio of three to one. English is an international language (EIL) used for global communication and a lingua franca for cross-cultural communication with both native English speakers and non-native English speakers (Bada & Ulum, 2017; Crystal, 2003; Jenkins, 2003, McKay, 2002; Ulum, 2016; Ulum & Erdoğan, 2016; Ulum & Köksal, 2019; Ulum & Köksal, 2019; Yamada, 2010). The aim of learning English is to communicate with native English speakers, and with non-native English speakers Having this in mind, the purpose of learning English has shifted from focusing on grammar and discourse to gaining a wider range of cultural knowledge to share ideas and express one’s culture for mutual understanding and building relationship (Byram, 1997; Crystal, 2003; Kramsch; 1998). Students should gain knowledge of culture that will make them aware of their own and others’ culture, as well as value and share cultural differences
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