Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/118300


Title: 分析台灣國中英文教科書之文化內容研究
Analyzing Cultural Content in Junior-High-School English Textbooks in Taiwan
Authors: 許宸嘉
Hsu, Chen-Chia
Contributors: 許麗媛
Hsu, Li-Yuan
許宸嘉
Hsu, Chen-Chia
Keywords: 文化
英文教科書
Culture
English textbooks
Date: 2018
Issue Date: 2018-07-03 17:36:38 (UTC+8)
Abstract:   本研究旨在分析及探討翰林版國中英語六冊教科書中文化內容的分佈情形,採取內容分析法進行資料分析,所使用的評量依據有二:趙子嘉(2011)的文化種類以及國民中小學九年一貫英語課程綱要。
  本研究的結果顯示:在文化種類部份,無特定文化的內容佔多數,英美文化與中華文化比例相當,其他國家文化內容佔最少,而跨文化內容則多以圖片方式呈現。在課綱部份,以「介紹國內外風土民情」為最多,「從多元文化觀點,瞭解並尊重不同的文化及習俗」次之,而「應用基本的國際社會禮儀規範」佔最少,整體而言,課綱文化內容缺乏閱讀及聽力練習。
  最後,研究者根據研究結果,對國中英文教師、教科書出版社、及未來學術研究提出數點建議。
The study aims to analyze and investigate the distributions of cultural load in the six volumes of Han-Lin English Textbooks for Junior-high-school Students. Content analysis was employed along with the two coding schemes: Chao’s (2011) Main Categories of Culture and English Curriculum Guidelines for junior-high-school students (2008).
The results indicate that, in the part of cultural categories, quite a lot of content is coded as Universality across Culture (UC), not specific to any cultures. Content of Source Culture (SC) is in proportion to that of Target Culture (TC). Least interest has been put on the presentation of International Culture (IC). Besides, most content related to Intercultural Interaction (ICI) is presented in the form of pictures. With regard to the Guidelines, a large proportion of practices engage learners in introducing their own culture and foreign cultures, followed by the activities which encourage learners to understand and respect different cultures and customs from the perspective of multi-culture. Issues concerning the application of basic international etiquette, however, receive little attention. Overall in the content related to the Guidelines, reading texts and listening scripts are underemphasized.
Finally, based on the findings, pedagogical implications for junior-high-school teachers and publishers are provided, and then suggestions for future research are also made.
Reference: Abdullah, N. and Kumari, S. (2009). Cultural elements in a Malaysian English language textbook. Retrieved from ddms.usim.edu.my/bitstream/handle.pdf, 1-21.
Adams, D. L. (Ed.). (1995). Health issues for women of color: A cultural diversity perspective. Thousand Oaks, CA: Sage.
Alemi, M. & Mesbah, Z. (2013). Textbook evaluation based on the ACTFL standards: The case of Top Notch series. The Iranian EFL Journl, 9(1), 1-11.
Almazloum, M. Z. R. (2007). Evaluating the content of English for Palestine, grade ten textbook in the light of the standards for foreign language learning. (Master’s thesis). The Islamic University of Gaza.
Alptekin, C. (2002). Toward intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Baker, W. (2011). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1), 62-70
Bardovi-Harlig, K. (1996). Pragmatics and language learning: bringing pragmatics and pedagogy together. Pragmatics and Language Learning, 7, 21-39.
Bateman, B. & Mattos, M. (2006). An analysis of the cultural content of six Portuguese textbooks. Portuguese Language Journal, 1. Retrieved February 6, 2018, from https://docs.wixstatic.com/ugd/02e26d_47c38316bc7546a391d4aeac18185597.pdf
Bocci, M. C. (2016). Youth Participatory Action Research in World Language
Classrooms. Foreign Language Annals, 49(3), 455-478.
Brooks, N. (1960). Language and Language Learning. Theory and Practice. New York etc.: Harcourt, Brace and World, Inc.
Brooks, N. (1997). Teaching culture in the foreign language classroom. In Heusinkveld, P. R. (Ed), Pathways to culture. (pp. 11-37). Yarmouth, ME: Intercultural Press.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. White Plains, New York: Pearson Education
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Canale, M., and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Chan, Y. W. (2004). Junior high school English teachers’ ideas of current English textbook in Tainan county. (Master’s thesis). National Kaohsiung Normal University
Chang, H. Y. (2009). The exploration on the cultural knowledge content of elementary school English textbooks. (Master’s thesis). Natioanl Taipei University of Education.
Chao, T. C. (2011). The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out. THE JOURNAL OF ASIA TEFL, 8(2), 189-210.
Chen, L. C. (2007). A study of cultural content in EFL textbooks of junior high schools. (Master’s thesis). National Chung Cheng University.
Chen, Y. C. (2007). An analysis study on the knowledge contents of “cultural globalization” in junior high school English textbooks. (Master’s thesis). Natioanl Taipei University of Education.
Chiang, C. M. (2013). A discourse analysis of global education elements in English textbooks of junior high school—Taking K edition as an example. (Master’s thesis). Tankang University, Taipei.
Chiang, H. W. (2013). A study of cultural content and cultural awareness in junior high school English textbooks. (Master’s thesis). National Taichung University of Education. Taiwan.
Cisar, S. H. (2000). Standard textbook evaluation guide: Foreign language standards implementation guide, Indiana University.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). New York: RouledgeFalmer.
Cortazzi, M. & Jin, L. (1999). Cultural mirrors: materials and methods in the EFL classroom. Proceedings of the fourth niternational symposium on English teaching (pp. 204-220). Taipei, Taiwan: Crane.
Crozet, C. & Liddicoat, A. J. (2000). Teaching Culture as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching. In Anthony J. Liddicoat and Chantal Crozet (eds) Teaching Languages, Teaching Cultures. Applied Linguistics Association of Australia, Melbourne, Vic.:Language Australia, pp. 1-18.
Dalia Gulbinskienė, D. & Lasauskienė, R. (2014). Intercultural Communicative Competence (ICC) of EFL Students at University Level. Žmogus ir žodi, 16(3), 150-159.
Dubin, F. & Olstain, E. (1986). Course design. Cambridge, UK: Cambridge University Press.
Evans, M. A., Watson, C., & Willows, D. M. (1987). A naturalistic inquiry into illustrations in instructional textbooks. In H. A. Houghton & D. M. Willows (Eds.). The psychology of illustration. Vol.2: Instructional issues (pp. 86−115). New York: Springer. http://dx.doi.org/10.1007/978-1-4612-4706-7_3
Ghanbari, N., Shamsaddini, M. R. & Vagheffard, Z. (2014). A comparative study of Top Notch and Four Corners eries based on ACTFL standards. International Journal of Language Learning and Applied Linguistics World, 7(3), 277-288.
Guidelines for Grade 1-9 Curriculum. (2008). K-12 Education Administration, Ministry of Education website. Retrieved January 25, 2018, from https://www.k12ea.gov.tw/ap/sid17_law.aspx
Hammer, M. R. (1999). Cross-cultural training: The research connection. In Fowler, S. M.(Ed.), Intercultural sourcebook: Cross-cultural training methods. Vol. 2 (pp. 1-18). Yarmouth, ME: Intercultural Press.
Hall, J. K. (2012). Teaching and researching language and culture. Harlow, England: Longman.
Hamiloğlu, K. and Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16–24.
Howard, T. C. (2003). Culturally relevant pedagogy: ingredients for critical teacher reflection. Theory into Practice, 42(3), 195-202.
Hsiang, Y. C. (2007). A cultural content evaluation on senior high school English textbooks. (Master’s thesis). National Chengchi University, Taipei.
Hsu, Y. C. (2014). EIL in junior high school English textbooks. (Master’s thesis). National Chung Cheng University, Chiayi.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quik & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literaturs (pp. 11-30). Cambridge, MA: Cambridge University Press.
Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10 (2)
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (2011). Language and culture. In J. Simpson (Ed.), The Routledge handbook of applied linguistics. New York: Routledge.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Kuo, L. C. (2017). Culture teaching in Taiwan junior high school English textbooks. (Master’s thesis). National Changhua University of Education.
Kuo, L. Y. (2011). A study of multicultural content in junior high English textbooks of Taiwan and mainland China. (Master’s thesis). Southern Taiwan University of Science and Technology, Tainan.
Lafayette, R. C. (2003). Culture in second language learning and teaching: Anthropology revisited. In D. L. Lange & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 53-70). US: Information Age Publishing Inc.
Lado, R. (1957). Linguistics Across Cultures: Applied Linguistics for Language Teacher. Ann Arbor: University of Michigan Press.
Lee, K. Y. (2009). Treating culture: what 11 high school EFL conversation textbooks in South Korea do. English Teaching: Practice and Critique 8, no. 1: 76-96.
Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.
Lin, Y. L. (2013). A contest analysis of international education materials of junior high school English textbooks—Based on Taiwan and Japan. (Master’s thesis). National Chung Cheng University, Chiayi.
Liu, P. H. (2006). Cultural categories in senior high school English textbooks in Taiwan. (Master’s thesis). National Kaohsiung First University of Science and Technology.
Ma, L. L. (2003). Evaluation of current English textbooks for the elementary school: A study of English textbooks designed for the 1st —9th grades curriculum alignment in Taiwan. (Master’s thesis). Fu Jen Catholic University, Taipei.
Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese textbooks. JALT Journal, 24(2), 182-200.
Matsuda, A. (2012). Teaching materials in EIL. In Alsagoff, L. (Ed) Principles and practices for teaching English as an international language. Pp. 168-187.
McKay, S. L. (2003). Teaching English as an international language: the Chilean context. ELT Journal, 57(2), 139-148.
Ministry of Foreign Affairs (2009). International etiquette. Retrieved from https://www.mofa.gov.tw/Upload/RelFile/2690/148016/%E5%9C%8B%E9%9A%9B%E7%A6%AE%E5%84%80%E6%89%8B%E5%86%8A.pdf
Moran, P. (2001). Teaching culture: Perspectives in practice. Boston, MA: Heinle & Heinle.
National Standards in Foreign Language Education Project. (1999). Standards for foreign language learning in 21st century. Yonkers, NY: National Standards Foreign Language Education Project.
Nault, D. (2006). Going Global: Rethinking Culture Teaching in ELT Contexts. Language, Culture and Curriculum, 19(3), 314-328.
Nostrand, H. L. (1967). Background Data for the Teaching of French. Seattle: University of Washington.
Nemetz-Robinson, G. (1988). Crosscultural understanding (2nd ed.). Great Britain: Prentice Hall International.
Neuman, W. L. (1997). Social research methods: Qualitative and quantitative approaches (3rd ed.). MA: Allyn & Bacon.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon, England: Multilingual Matters.
Saville-Troike, M. (2003). Extending “Communicative” concepts in the second language curriculum: A Sociolinguistic Perspective. Culture as the core: Perspectives on culture in second language teaching (pp. 3-18). US: Information Age Publishing Inc.
Seelye, H. Ned (1974). Teaching Culture. Strategies for Foreign Language Educators. Skokie, III.: National Textbook Company.
Shih, Y. C. (2013). The content analysis of approved English textbooks for 5th and 6th graders of elementary school. (Unpublished master’s thesis). National Pingtung University.
Silfakis, N. (2004). Teaching EIL—teaching international or intercultural English? What teachers should know. System, 32(2), 237-250.
Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston.
Sunderland, J., M. Cowley, F.A. Rahim, C. Leontzakou, and J. Shattuck. (2011). From bias “in the text’ to ‘teacher talk around the text”: An exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and Education 11: 251-86.
Thanasoulas, D. (2001). The importance of teaching culture in the foreign language classroom. Radical Pedagogy, https://goo.gl/YbWw1E
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. Retrieved from the ACTFL website: goo.gl/AKvx4Zcontent_copyCopy short URL
Tsai, I. C. (2009). The knowledge of global education in English textbooks of senior high school. (Unpublished master’s thesis). National Chiayi University.
Valette, R. M. (1986). The culture test. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural gap in language teaching (pp. 179-197). NY: Cambridge University Press.
Weninger, C. and Kiss, T. (2013). Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, 47(4), 694-716.
Yen, Y. Y. (2000). Identity issues in EFL and ESL textbooks: A sociocultural perspective. (Unpublished doctoral dissertation). Ohio State University.
Yu, C. F. (2014). The knowledge of global education in junior high school English textbooks: A content analysis. (Master’s thesis). Tamkang University, Taipei.
Zia, T. and Shohreh, T. (2015). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The Language Learning Journal, 43(2), 180-193.
王永慶(2007)。「全球化」與「本土化」之對話-國中英語科教科書之內容分析。碩士論文。取自http://hdl.handle.net/11296/k2cvp2
王石番(1991)。傳播內容分析法:理論與實踐。台北:幼獅文化。
國民小學及國民中學教科圖書審定辦法(2012)。國家教育研究院。取自https://www.naer.edu.tw/ezfiles/0/1000/img/76/107183538.pdf
廖靖綺、楊惠琴(2000)。國中英語科教師使用新教材與教法研究─以台南縣市為例。教育研究資訊。第8期,第2卷。頁9-27。
黃玉珮(主編)(2017)。國民中學英語課本第一冊。臺北市:佳音。
黃玉珮(主編)(2017)。國民中學英語課本第二冊。臺北市:佳音。
黃玉珮(主編)(2017)。國民中學英語課本第三冊。臺北市:佳音。
黃玉珮(主編)(2017)。國民中學英語課本第四冊。臺北市:佳音。
黃玉珮(主編)(2017)。國民中學英語課本第五冊。臺北市:佳音。
黃玉珮(主編)(2017)。國民中學英語課本第六冊。臺北市:佳音。
Description: 碩士
國立政治大學
英語教學碩士在職專班
104951009
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0104951009
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

Files in This Item:

File Description SizeFormat
100901.pdf4627KbAdobe PDF1View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing