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Quantitative results show a different balance after the 2005 innovation, with representations presented in a relatively balanced way across the three cultural categories.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main focus of the study?","Question",{"text":63,"@type":64},"The study investigates how cultural elements are represented in locally published English textbooks for Turkish primary education, comparing source, target, and international target cultures.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many textbooks were examined, and how were they grouped?",{"text":68,"@type":64},"A total of 18 textbooks were analyzed: 8 published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005.",{"name":70,"@type":61,"acceptedAnswer":71},"What overall pattern did the analysis find for culture references?",{"text":72,"@type":64},"Textbooks published between 1997 and 2005 showed more references to source and target cultures than to international target culture, while a different trend appeared for books published after the 2005 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Ağçam2  \n• Since language and culture are closely interwoven, the integration of culture into textbooks used for teaching English asa second/foreign language has become a widely accepted phenomenon. This study investigates the cultural elements in locally published English textbooks used for Turkish primary schools following two major curriculum innovations in ELT. A total of 18 textbooks, of which 8 were published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005, were investigated to find out the extent to which textbooks contain references to the source (Turkish) culture, the target (British/American) culture and the international target culture. A quantitative analysis of the cultural elements demonstrated that while references to the source and target cultures included in textbooks published between 1997 and 2005 outnumber international target cultural components, a different trend was obtained in the cultural analysis of books published after the 2005 curriculum innovation. The study reveals that representations of the source culture, the target culture and the international target culture are favoured in locally produced ELT textbooks in a fairly balanced way.  \nKey words: Cultural representations, Culture, EFL/ESL, International target culture, Source culture, Target culture, Textbooks  \n1 *Corresponding author: Faculty of Education, University of Çukurova, Turkey [ykirkgoz@yahoo.com](ykirkgoz@yahoo.com)  \n2 University ofKorkut Ata, Turkey  \nIntroduction: Language and Culture  \nLanguage is more than a means of communication since it influences our culture and even our thought processes. It is the expression of human communication through which knowledge, belief, and behaviour can be experienced, explained, and shared, and this sharing is based on systematic, conventionally used signs, sounds, gestures or marks that convey understood meanings within a group or community (O’Neil, 2006) . Culture is the complex whole that includes knowledge, beliefs, art, morals, laws, customs and any other capabilities and habits acquired by man as a member of society (Tylor, 1871) . It is the product of socially and historically situated discourse, which, to a large extent, is created and shaped by language (Kramsch, 1998) . Language is an integral part of a culture, which comprises the totality of beliefs and practices of a society, and is always related to the entities, events, states, processes, characteristics and relations within a culture; a culture depends in large measure on language in order to function and perpetuate itself (Nida, 2003) .  \nDuring the initial decades of the 20th century, language was viewed by American linguists and anthropologists as being more important than it actually is in shaping our perception of reality (O’Neil, 2006) . Today, many linguists, especially those who follow the Communicative Approach, advocate that one can not achieve full competence in a foreign or second language (EFL/ESL) as long as one ignores learning the culture of the people who speak that particular language natively. In other words, the individual needs to know when and how to address someone in the language s/he is attempting to learn in order to be viewed as a successful language learner, otherwise the learning process is deemed to be incomplete.  \nA number of studies that have been conducted on the relationship between language and culture have indicated that language and culture are mutually integrated. Wenying (2000) proposes that these two phenomena cannot exist without each other, since language simultaneously reflects culture and is influenced and shaped by it, suggesting that languages are culturally loaded. According to her, people of different cultures can refer to different things while using the same language forms. Administering a survey of word associati","cbCaiutLyKwMY75S","https://ap.wps.com/l/cbCaiutLyKwMY75S","pdf",189063,15,"English","# Introduction: Language and Culture\n## Culture in EFL/ESL Textbooks","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates how cultural elements are represented in locally published English textbooks for Turkish primary education, comparing source, target, and international target cultures.\"},{\"question\":\"How many textbooks were examined, and how were they grouped?\",\"answer\":\"A total of 18 textbooks were analyzed: 8 published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005.\"},{\"question\":\"What overall pattern did the analysis find for culture references?\",\"answer\":\"Textbooks published between 1997 and 2005 showed more references to source and target cultures than to international target culture, while a different trend appeared for books published after the 2005 innovation.\"}]","Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey | PDF",1792087830,38]