Representations of cultural elements in the reading component of a digital english language learning platform
Başlık çevirisi mevcut değil.
- Tez No: 780354
- Danışmanlar: PROF. DR. SİBEL ERSEL KAYMAKAMOĞLU
- Tez Türü: Yüksek Lisans
- Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
- Anahtar Kelimeler: cultural content, cultural representation, intercultural interaction, digital learning platform, EIL
- Yıl: 2021
- Dil: İngilizce
- Üniversite: European Unıversıty Of Lefke
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Evaluation of language teaching materials regarding their cultural content, especially the analysis of textbooks, has been studied by many scholars for a long time (Nunez, 1988; Dede & Emre, 1988; Prodromou, 1992; Walker, 1994; Majdzadeh, 2002; Aliakbari, 2004; Çakır, 2010; Böcü & Razı, 2016; Dimici et al., 2018; Alsofi, 2018; Amerian & Tajabadi, 2020). However, those studies mostly focused on the cultural representations in the nationally or internationally published textbooks. Considering the growing use and integration of digital language teaching materials into curricula and classrooms in the 21st century, focusing on the cultural content of only published language teaching materials may limit the development of a wider perspective on cultural content of the language teaching materials in the field. To provide a greater understanding of cultural representations and intercultural interactions in the teaching of an international language as a tool for intercultural communication, the cultural content analysis of digital language teaching materials deserves the same attention in the field, not only to attain a more holistic understanding of the issue but also to provide material designers and teachers with insightful data to improve their material design as well as their material integration in the classroom use. In an attempt to fill this void in the literature, this study aims to investigate the cultural representations and intercultural interactions in the reading texts of a digital English language learning platform. Adopting a qualitative research methodology, this study collected data via document analysis and implemented content analysis method to reveal the different sources of cultures represented in the analysed texts and examined the types of intercultural interactions practiced in the same texts. The findings revealed that representation of target culture elements is dominant in the reading texts with a way more limited representation of source (Turkish) culture. Representation of international cultures is quite varied and balanced. In terms of intercultural interactions, hybridization and critical reflections are found in the same but very scarce number of texts. That is, almost all intercultural interactions in the reading texts are superficial. ii
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