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چکیده
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In a world of growing internationalization, it is belived that learning a foreign or second language does not simply mean geting academic studies, but more appropriately focuses on learning a way of communicating. Nowadays, intercultural communicative competence is full of different issues that appropriate responses to them are considered as the main factors of communication. The present study aims to critically evaluate the newely-published English book of twelfth grade high school students - Vision 3 - from the perspective of intercultural communicative competence. The theoretical framework of the study which is qualitative and descriptive in nature, is based on Byram’s (1997) intercultural communicative competence model. The findings demonestrated that the book includes the aspects of the native culture with emphasis on grammar, linguistic functions and linguistic skills such as listening, speaking, reading, and writing, but there has not been enough attention to awareness development and intercultural competence. Also, three main patterns of detachment of language from culture, Iranization of discourse and content, and the absence of the samples of global cultures were observed in the book. Thus, according to the results of the study, English teachers should have more readiness and familiarity to promote intercultural communicative competence of students through genuine and reputable resources such as culture-focused books, magazines, dramas, stories, movies, and documentaries.
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