Pooria Barzan - M.A.(TEFL) Student, Arak University
Mohammad Saeed Kooti - M.A.(TEFL) Student, Arak University
Behnam Heidary، - M.A.(TEFL) Student, Arak University

The question of effective language teaching has always been the concern of applied linguists. Supplementary texts have recently achieved a great status in language teaching circles. The main texts and the accompanying supplementary texts have proved highly lenient for being culture-based. In Iranian high schools, the deployment of different types of genres as supplementary materials alongside the national textbooks have been under suspicion for years but recently, they have got drastic attention and attraction. The paper has tried to show how historical, news, and literary texts are viewed as supplementary teaching materials with a reference to English language skills’ learning and cultural conceptualization phenomena accompanying them. This paper via a qualitative and quantitative study approach has tried a true experimental design and research. The paper through questionnaire and open-ended questions’ analyses as well as cross comparison of the means of the experimental and control groups’ scores using SPSS and Max QDA analyzed the data. The paper revealed the the merits and demerits it may have culturally, namely participation, social interaction, group cooperation, and cultural conceptualization regarding these groups’ assertions on this genre-orientated supplementary materials. It also showed the effectiveness of the supplementary materials over the performance of the students on summative achievement tests and their impact on cultural conceptualization.It clearly showed the superiority of literary materials over the others. Finally, it revealed the better performance of girls on final tests in comparison with the boys. Generally, supplementary materials had a positive impact on the learners’ language learning and cultural conceptualization. They help the learners to understand the culture loaded aspect of language learning and language materials. Hence, the deployment of supplementary materials and above all literary ones is strongly recommended. The introduction of cultural elements of the materials which are best crystalized in literary materials is suggested.

Authentic Materials, Cultural Conceptualization, Language Learning, High School Students