Analysis of Cultural Teaching Approaches in Japanese Language Textbooks and Exercises: A Case Study of the Beginner and Pre-Intermediate Levels (A1 and A2) of the Manabō Nihongo Series

Document Type : research article

Author

Department of East Asian Languages and Literatures, University of Tehran, Tehran, Iran.

10.22059/jflr.2025.403682.1252

Abstract

Objective: The present study was conducted to analyze the cultural content of the “Manabō Nihongo” textbook and to determine its effectiveness in fostering intercultural competence.
Method: The theoretical framework combines Edward Hall’s cultural layers model—with an emphasis on the distinction between visible and hidden culture—and Byram’s model of intercultural competence, which includes five components: intercultural attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. The research method focused on a qualitative content analysis of the textbook’s lessons. By examining the cultural content and instructional activities, the strengths and weaknesses of the book in developing intercultural skills were identified.
Results: Findings revealed that the textbook performs well in presenting visible cultural knowledge, including customs, foods, and everyday situations. However, there is a notable gap in fostering the other components of intercultural competence.
Conclusions: The main shortcomings include the lack of comparative cultural exercises, the absence of interactive activities such as role-playing and real-life simulations, and insufficient attention to cultivating curiosity and openness toward other cultures. Moreover, even when the book addresses deep cultural concepts—such as honorific and humble speech or indirect expressions of inconvenience—it remains largely grammar-focused and descriptive, avoiding deeper exploration of underlying cultural values and meanings. Overall, the book’s approach is primarily informational and descriptive, lacking a purposeful framework for transforming cultural information into intercultural competence. The findings indicate that revising the design of instructional activities—emphasizing active interaction, cultural comparison, and the enhancement of critical thinking—is essential for improving cultural education and developing intercultural skills.

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References

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Journal of Foreign Language Research
Volume 16, Issue 1
April 2026
Pages 23-42

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