[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602539-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602539-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","pre-service-teachers-views-on-the-presentation-of-culture-in-efl-coursebooks","Pre-Service Teachers’ Views on the Presentation of Culture in EFL Coursebooks","","Social and cultural domains play a significant role in English as a foreign language education, where culture mediates learners and the target language. Culture in EFL is not limited to target-language norms but includes learners’ cultures and international communities. The study investigates year 4 pre-service teachers’ views on representations of target, local, and international culture in EFL coursebooks. Content analysis and structured interviews show that participants strongly prefer cultural presentations and favor international culture elements over purely target or local ones.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/pre-service-teachers-views-on-the-presentation-of-culture-in-efl-coursebooks/602539/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/pre-service-teachers-views-on-the-presentation-of-culture-in-efl-coursebooks/602539.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study?","Question",{"text":63,"@type":64},"The study explores year 4 pre-service teachers’ perceptions of how target, local, and international culture are represented in EFL coursebooks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is culture considered important in EFL education?",{"text":68,"@type":64},"Because culture is inseparable from language, and its representation influences how learners mediate and engage with the target language.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results indicate about teachers’ preferences?",{"text":72,"@type":64},"Most participants preferred cultural presentations in EFL coursebooks and tended to favor international culture elements rather than purely target or local ones.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602539,1792898299,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Pre-Service Teachers’ Views on the Presentation of Culture in EFL Coursebooks  \nKamile Hamiloglu*  \nMarmara University  \nAbstract  \nAlong with the suitable methodoloy to teach English as a foreign language, social and cultural domains have become prominent as well and now they constitute a very significant part of English language education. Considering that culture is an inseparable part of a language, the concept of culture and its use in EFL classes have become an important means for mediating the learner and the target language. However, culture, is not considered as the culture of the target language only but also culture of the learner and the other communities in the world, that is, international culture today. The reciprocal and complex relationship between culture and language is now a source for further discussions and it concerns teachers of EFL regarding to its exploitation, benefits and harms, both as an input and output in their classes. That is why it is very significant how teachers view culture and how they exploit it in their teaching contexts. This present study aims to explore the perceptions and views of year 4 (senior) pre-service (PTs) at the department of English Language Teaching in a state university in İstanbul, Turkey, as the prospective teachers, on the representations of target language, local and international culture in EFL coursebooks. A content analysis and a structured interview served as the instruments of the study. The results indicated that majority of the participants desire and prefer to see cultural presentations in EFL coursebooks and similarly they prefer international culture elements instead of purely target or local ones to take place.  \n*Kamile Hamiloglu is an assistant professor at the department of Foreign Language Education in Marmara University, Turkey.  \nIntroduction  \nEnglish language teaching (ELT) materials, coursebooks in particular, have been a significant source not only for exhibiting presentations of the form of the language such as grammar and vocabulary but also for exhibiting a context for cultural presentations so far (Gray, 2000, Winter, et al. 1996) . How English as a foreign language (EFL) learners perceive the world of the target culture and the other cultures, that is the world culture may very depend on how coursebooks introduce the dimensions of those cultures in terms of the „products‟,„practices‟, „perspectives‟ and „persons‟ (Yuen, 2011) belonging to those cultures.  \nThis present study aims to explore the perceptions and views of year 4 (senior) prservice teachers (PTs) at the department of English Language Teaching in a state university in İstanbul, Turkey, on the representations of target, local and international culture in EFL coursebooks. For this aim, related literature on the English language as a common language; concept of culture; language and culture; culture in EFL, and culture in EFL coursebooks were reviewed. Then, PT‟s views on the representations of cultural elements in the analysed coursebooks were discussed.  \nEnglish as a common language  \nAs growing research shows, foreign Language Teaching (FLT) has been a significant concern all over the globe recently. While it was considered mostly for rhetoric, religion and literature in the classical times it has become a transitional element for all kinds of aspects in the educational, social and cultural lives of people in the following time periods so far. Today, with the changing economic, social, cultural, commercial, political, technological, and educational facts and tendencies, it has become more eminent than ever. English has been acting as a “lingua franca” or “common language”(Crystal, 2003) today and has become a prominent part ofFLT in the world in spite of controversies and rejections regarding its reign.  \nAs the research indicates, for being able to provide communication across communities and people belonging to different parts of the world, efforts have always been made to fin","cbCaidiS229tHVcN","https://ap.wps.com/l/cbCaidiS229tHVcN","pdf",320748,18,"English","# Abstract\n# Introduction\n# English as a common language\n## Culture and coursebook representations\n# Study aims and methodology","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explores year 4 pre-service teachers’ perceptions of how target, local, and international culture are represented in EFL coursebooks.\"},{\"question\":\"Why is culture considered important in EFL education?\",\"answer\":\"Because culture is inseparable from language, and its representation influences how learners mediate and engage with the target language.\"},{\"question\":\"What did the results indicate about teachers’ preferences?\",\"answer\":\"Most participants preferred cultural presentations in EFL coursebooks and tended to favor international culture elements rather than purely target or local ones.\"}]","Pre-Service Teachers’ Views on the Presentation of Culture in EFL Coursebooks | PDF",1792094839,45]