Culture in English Language Education: Representation of Dimensions and Types of Culture in Students' Textbooks in Amin Police University

The relation between language and culture in the context of learning English has become a striking topic for applied linguistics researchers. This connection is the result of the extensive use of English as the main means of communication of those that have different cultural origins and live in the current globalized world. Materials and content of English language education may contain cultural concepts and themes (see McGrath, 2002), and these may include aesthetic, sociological, semantic and pragmatic cultural dimensions, and different cultural types (target, source, and international). The purpose of this study was to explore the viewpoints of students of the Police University on understanding the concept of culture and its types and represention of cultural elements in their general language textbooks. The statistical population of the study is students of Amin University. The sample was selected through non-random sampling of 130 people . These people, all of whom were male, were between the ages of 21 and 23. The researchers gathered data using questionnaires and semi-structured interviews. Validity of the questionnaire has been confirmed by factor analysis. Also, the Cronbach's alpha coefficient was calculated to be 894/0, which indicates the high reliability of the tool. The results of this research indicate that the general English language teaching books used in Amin University of Police from the perspective of students are not comprehensive enough to address the culture of the source country (Iran) and the aesthetic dimension of culture. Proportionality, attractiveness, comprehensiveness, and avoidance of sideliness were among the cultural characteristics that students considered to be in the cultural content presented in their textbooks.