IntermsofadaptingEFLmaterialsinwhichsomeculturalcontentmaybeinappropriatefortheaudience'slocalculturevalues,itseemstomethatteacherscannotonlychangethestereotypedculturalcontenttoamorelocallyspecificone,theyshouldalsorespecttheirstudents'culturalsensibilities.Thismeansthatstudentsshouldnotbedeprivedoftheabilitytodefendthemselvesagainstthe'possiblyharmfulconceptsandpressuresexpressedbycoursebookculturalcontent'(Hyde,1994:300).Inotherwords,theaimofmaterialsadaptationistoraisethestudents'CriticalLanguageAwareness.ReferringtoProdromou'ssurvey(1988)inGreeceforexampleagain,hesuggeststhatlearnersshouldbecultivatedtothinkandfeelabouttheirownnativecultureundertheinfluenceofAnglo-Americanculture.'ThiscouldinvolvedevisingtaskswhichallowstudentstoquestionthecontentofmaterialandactivelyelicitresponsesbasedonL1value'(Gray,2000:280).Thiskindofapproach,accordingtoProdromou(1992),iscross-culturalapproachwhichreferstothemethodthatthestudentslearntouseinordertoexplainandcontrasttheirownculturewiththoserepresentinthecoursebooks.

　　Inthepracticalprocessofadaptationwhichpreparestodevelopstudents'CLA,emphasisseemstobeintensivelyputonthedevelopmentofthecritical,analyticalcompetenceofstudents.Firstly,studentsarerequiredtohaveagoodcommandoftheirnativeculturalbackgroundknowledgewhichisthefoundationtheystandonincomparingwithforeigncultureswiththeirown.Thiscanbeachievedbytheircontinuousexposuretolocally-specificdesignedculturalmaterialsasdiscussed.Onthisbasis,studentsshouldbeencouragedtoreversetheone-wayflowofinformationandparticipateintheinterrogationoftheculturaltexts(Wallace,1992;Kress,1998;Gray,2000).Forexample,3questionswhichentailboththestudents'foreignandnativeculturalbackgroundknowledgeareprompted:1.Whyisthetopicbeingwrittenabout?2.Howisthetopicwrittenabout?3.Whatarethealternativewaysofwritingaboutthesametopic?Inaddition,anotherexamplecanbeillustratedhere:attheendoftheactivitiesinadaptingEFLmaterialsintheGreekexample,studentsareaskedtocomparetheequivalentGreekwordswiththeEnglishnamesthey'vegivenandexplainwhyEnglishwordsareoftenpreferred.

　　Clearly,themethodsaboveareoverallforthepurposeofdevelopingstudents'awarenessthatEFLmaterials,especiallythosewithculturalcontent,aremorethanlinguisticobjects.Theyultimatelyactasausefulinstrumentforprovokingculturaldebatewhichleadstodevelopstudents'cross-culturalawarenessand,concomitantly,criticallanguageawareness.

　　Conclusion

　　Itisimportanttorecognizethenatureoflanguageascarryingculturalmeaningsandassociationsthatareperceiveddifferentlybyindividuals(Prodromou,1988:82),andtheuniversalEFLcoursebooksareactingascultureambassadorsinalmosteverywhereoftheEFLcountries.BecauseoftheinevitableinappropriatenessinthecontentregardingtheculturalaspectsfromtheviewofthelocalculturalvalueandsomestereotypedrepresentationofAnglo-Americanculture,theadaptationprocessisindispensible.Itinvolvestheparticipationofbothteachersandstudents,andtheultimategoalistoraisethestudents'cross-culturalawareness.AccordingtoTorresandHutchinson(1994)andAllwright(1981),theinteractionamongteachers,studentsandmaterialstogetherprovidethepossibilitiestolearn.

　　Astothestrategiesthatdevelopstudents'cross-culturalawarenessthroughadaptingEFLmaterials,greateffortsshouldbemadefirstlytoproducemorelocally-specificEFLmaterials,andthentodevelopstudents'criticallanguageawareness.Inaddition,thisaimcanbeachievedthroughchangingthesituationwhenstudentspassivelyreceiveinformationinone-waytoanotheroneinwhichanactivelylearningtakesplace.Forexample,studentsareofferedtheopportunitytocomparetheforeignculturewiththeirownratherthaneitherbeingsimplyexposedtoaforeigncultureorexclusivelyconfinedtotheirlocalculture.Apartfromthat,therearepossibilitiesforthestudentstodesigntheirfavoredEFLlearningmaterialsbytheircreativityunderateacher'sinstruction.Inthisway,studentscanlearnabouttheforeignculturefromamorereasonableandflexibleperspective,whichislikelytoequipthemwithmoresensitivityregardingthelearningofsomeotherforeignculture.

　　Inthefuture,itislikelythatmostNNSEnglishteachersinEFLcountriesaremorecapablethanNSEnglishteacherstoadoptEFLmaterials.Besides,theyarealsoresponsiblefornotonlyteachinglinguisticknowledgeofaforeignlanguagebutalsocombiningitwiththeculturalvaluesimpliedinthelanguagetogether.Inaddition,thestudentsalsoneedtoexploremoreabouttheirownculturewhichprovidesastandpointforthemtomakeacomparisonwithaforeignculture.Withthegreateffortofbothteachersandstudents,itispossiblethatacross-culturalawarenesscanbedeveloped.

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