Whose Culture and How Far? Culture Presentation in Current Business English Textbook Series

Pashmforoosh, Roya; Babaii, Esmat

doi:10.1080/08975930.2015.1083514

Cited by 17 publications

(16 citation statements)

References 34 publications

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“…The most common evidentials are the reporting verbs indicate and suggest and the noun implication when it means "something that is suggested or indirectly stated" and "a possible effect or result of an action or a decision" (OALD). The examples are shown in (34), (35) and (36).…”

Section: Entertain: Modality and Evidentialitymentioning

confidence: 99%

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Engagement Resources in Esp Research Article Abstracts

Ilić

2022

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This paper investigates engagement resources employed in research article abstracts in the field of English for Specific Purposes. Engagement resources comprise rhetorical strategies by which authors allow for or dismiss alternative viewpoints. Excluding the dialogic space for alternative opinions is termed dialogic contraction, while opening up the possibility for dialogic alternatives is dialogic expansion. These strategies are described within Appraisal theory of Systemic Functional Linguistics. We conducted a corpus-based qualitative analysis on 50 ESP abstracts using Martin and White’s analytical method (Martin and White 2005), in order to investigate the dialogic space occupied by the writer and reader in the sample. All abstracts were written in English and published by Taylor & Francis Group in the period from 2015 to 2020. Engagement resources were identified and explicated in each move structure of abstracts we analysed. The results of the study will show what kind of lexicogrammatical structures are employed in order to achieve the rhetorical eﬀects of dialogic expansion and contraction in ESP research article abstracts. The awareness of the evaluative strategies can help novice ESP academic authors in modeling their own abstracts and academic texts in general.

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Section: Entertain: Modality and Evidentialitymentioning

confidence: 99%

“…(ESPAC 1) (35) The results suggested that the students who studied medicine were more motivated compared to those who studied nursing. (ESPAC 3) (36) The implications of these results in deferring to subject matter experts to conduct language assessments in this workplace are discussed. (ESPAC 32).…”

Section: Entertain: Modality and Evidentialitymentioning

confidence: 99%

Engagement Resources in Esp Research Article Abstracts

Ilić

2022

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“…The second indicator of the importance of sufficient density of lexis an English textbook has to provide in its materials. These are two critical indicators of English textbook selection or textbook development that deserve consideration besides other indicators of English textbook that other studies have worked on, for instance, the indicators of vocabulary items (Zawahreh, 2012), morphology (Roth, 2017), grammar (Lee, 2006), multimodal resources (Joo et al, 2019;Subakir et al, 2012), cultural contents (Pashmforoosh & Babaii, 2015;Rahim & Daghigh, 2019;Shin et al, 2011;Su, 2014;Zhili, 2014), multiculturalism (Babaii & Sheikhi, 2017;Bhandari, 2019;Cho & Park, 2014;Setyono & Widodo, 2019), language ideologies (Xiong & Qian, 2012), world Englishes paradigm (Alcoberes, 2016), the paradigm of English as an international language (Ke, 2012;Thuy et al, 2020), global Englishes paradigm (Syrbe & Rose, 2017); moral education (Feng, 2017), students' needs (Rashidi & Kehtarfard, 2014), and the values of peace (Gebregeorgis, 2016). The present study contributes to providing important highlights of appropriate genre distribution and lexical density.…”

Section: Lexical Density Of Reading Texts In English Alive Textbookmentioning

confidence: 99%

“…For this reason, the processes of English teaching and learning in the context of Indonesia are established to embed more students' competencies in written communication through instilling be mapped into several themes. Some prior studies conducted textbook analyses in terms of linguistics such as vocabulary items (Zawahreh, 2012), morphology (Roth, 2017), and grammar (Lee, 2006); multimodal resources (Joo et al, 2019;Subakir et al, 2012); cultural content (Pashmforoosh & Babaii, 2015;Rahim & Daghigh, 2019;Shin et al, 2011;Su, 2014;Zhili, 2014); multiculturality (Babaii & Sheikhi, 2017;Bhandari, 2019;Cho & Park, 2014;Setyono & Widodo, 2019); the status of English such as language ideologies (Xiong & Qian, 2012), world Englishes paradigm (Alcoberes, 2016), English as an international language (Ke, 2012;Thuy et al, 2020), and global Englishes paradigm (Syrbe & Rose, 2017); and humanity such as moral education (Feng, 2017), students' needs (Rashidi & Kehtarfard, 2014), and the values of peace (Gebregeorgis, 2016).…”

Section: Introductionmentioning

confidence: 99%

Analysis of English Alive Textbook in Terms of Genres and Lexical Density

Noviyenti

2021

AIJP

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The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.

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“…Culture and its elements have caught the attention of L2 professionals for a long time and recently there has been even more interest in cultural aspects based on the emergence of transnational, multilingual, and multicultural developments in the modern world (Kramsch & Vinall, 2015;Sun & Kwon, 2020). Also, some investigations consist of a wide range of topics, including the representation of multicultural values in EFL textbooks (Pashmforoosh & Babaii, 2015;Setyono & Widodo, 2019).…”

Section: Introductionmentioning

confidence: 99%

Can We Learn about Culture by EFL Textbook Images? A Semiotic Approach Perspective

Wang

Hemchua

2022

LRR

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A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as "decoration", or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning. Such a complexity involved in visuals turns them into an ideal resource for not only L2 learning but also the improvement of intercultural communicative competence (ICC), along with cultural awareness. The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is mainly because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L2 classes, in particular, the representation of cultural values and elements as an integral part of the L2 curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, particularly in the context of English as a Foreign Language (EFL). Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. Here, the present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L2 instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook.

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Whose Culture and How Far? Culture Presentation in Current Business English Textbook Series

Cited by 17 publications

References 34 publications

Engagement Resources in Esp Research Article Abstracts

Engagement Resources in Esp Research Article Abstracts

Analysis of English Alive Textbook in Terms of Genres and Lexical Density

Can We Learn about Culture by EFL Textbook Images? A Semiotic Approach Perspective

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