One of the important aspects of learning a foreign language is learning its culture as well. The deeply rooted integration of language and culture has bee a proved subject throughout the intercultural competency and sociolinguistic field of studies so far. Holiding this view, brings in mind the necessaity of teaching culture inside the English language textbooks in Iran. This study relies on the expressed attitudes by the high school students as the main receivers of the menitoned textbooks to investigate their attitudes toward the cultural representations in their textbooks. To do this, a group of 225 students in both genders of two high schools in Arak was selected. To maintain a possible homogenity ofthe participants, a prelimanary English Text was administered to both male and female students. After that a questionnaire of culture was performed to find out their attitudes towards English language and cultural representations in their textbooks. The quantitative analysis of the data through descriptive statistics via SPSS software version 19 and performing T-test showed that there is not any significant difference between male and female students regarding their attitudes towards cultural representations in their textbooks. For further understnading of the students' attitudes towards culture, textbooks and cultural representation in their textbooks in more details, their attitudes which gathered through recording class discussions and interviews were analyzed thoroughly in order to analyzed their attitudes qualitatively. the result showed that most of the students are not culturally competent learners and are eager to know more about the culture of language they are learning asa foreign languyage. The findings assert the necessity of teaching culture along with language teaching. The findings of both quantitative and qualitative methods of analysis are discussed followed by possible implications of the research findings and suggestions for further research.
