مجلة البحوث و الدراسات الإنسانية
Volume 15, Numéro 1, Pages 612-630
Culture is an inseparable part of learning languages; therefore, discussing what to teach about culture and how to teach in foreign language classroom becomes central. The focus of this study is the investigation of culture in textbooks. It is a critical based analysis focusing on the Algerian Middle School English Textbooks (AMSET) currently in use. It sets out to identify or determine the most prominent cultural components found in these textbooks through investigating the following question: What cultural elements are presented in AMSET? Consequently, the content analysis was preceded in the four AMSET: “My Book of English 1”, “My Book of English 2”, “My Book of English 3” and “My Book of English 4”. The findings of this research show a much emphasis on source culture content rather than target culture content, furthermore, little c themes were of a high frequency than big C themes. Target culture content has been introduced gradually in the textbooks with a high frequency of big C themes than that of little c. The inquiry also found the absence of any kind of comparison or contrast between cultures that may help to promote pupils’ ICC.
Cultural Components, Culture Teaching, Algerian Middle School English Textbooks, Content Analysis, Intercultural Communicative Competence.
Chami Wahid Hamza Mohamed
Ait Aissa Mouloud