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Öğe A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework(2023) Azimzadeh, Monireh; Dolgunsöz, EmrahDue to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.Öğe Representation of Cultural Elements in Iranian EFL High schools' Textbook, Vision 1(Bayburt University, 2022) Azimzadeh, MonirehEnglish language has now become the language of international communication all over the world. It means that speakers of different languages use it to interact with each other in diverse situations. Thus, speakers of English language may encounter with people of different cultures from various countries. Thus, to be a successful language communicator, learners should have information about the customs, traditions, and beliefs of various countries. Therefore, the main purpose of this study, a part of Azimzadeh's dissertation (2020) conducted in Cukurova University, is to discover the cultural contents of English language textbook that is being used in high schools in Iran. Kachru's (1986) model has been used to determine the geographical origins of the cultures which were represented in this textbook. The results of the study show that the cultural contents of Iran dominated the cultural subjects of English language textbook.Öğe Representation of Cultural Elements in Iranian EFL High schools’ Textbook, Vision 1(2022) Azimzadeh, Monireh; Özkan, YoncaEnglish language has now become the language of international communication all over the world. It means that speakers of different languages use it to interact with each other in diverse situations. Thus, speakers of English language may encounter with people of different cultures from various countries. Therefore, to be a successful language communicator, learners should have information about the customs, traditions, and beliefs of various countries. Hence, the main purpose of this study, a part of Azimzadeh’s dissertation (2020) conducted in Cukurova University, is to discover the cultural contents of English language textbook that is being used in high schools in Iran. Kachru’s (1986) model has been used to determine the geographical origins of the cultures which were represented in this textbook. The results of the study show that the cultural contents of Iran dominated the cultural subjects of English language textbook.Öğe The Effects of Cognitively Complex Task on Fluency, Accuracy and Complexity of L2 Learners' Written Performance(Bilim Eğitim Kültür Akademi Derneği, 2017) Azimzadeh, MonirehCognitive complexity of task is one of the factors which influence L2 learners' written performance. Although there have been a lot of studies in the field of task-based language teaching, a gap was discovered in the literature on the effects of cognitively complex task on L2 learners' written performance. This pilot study was conducted to explore the effects of cognitive complexity of task on L2 learners' written performance in the case of accuracy, complexity and fluency. This research was conducted by seven EFL students. In order to explore the effects of cognitively complex task on L2 learners' written production, first participants were given a simple version of narrative task to write an essay. After one week the same participants were given complex version of the narrative task. Then the data was submitted to statistic means including one- way ANOVA. The results show that cognitively complex task improves fluency of participants of this study.
