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題名 以跨文化角度分析台灣英語學習雜誌
Content analysis of the English learning magazines for Taiwanese learners from intercultural perspectives作者 林瑜芳
Lin, Yu-Fang貢獻者 黃怡萍
Huang, Yi-Ping
林瑜芳
Lin, Yu-Fang關鍵詞 跨文化溝通
英語學習雜誌
文化內容分析
補充教材
Intercultural communicative competence
Supplemental material
Cultural contents
English learning magazine
Content analysis日期 2019 上傳時間 2-May-2019 14:41:19 (UTC+8) 摘要 在眾多語言學習情境下，教科書是學生接觸文化內容的主要來源。過去以跨文化角度評估在台灣所選用的教科書之相關研究顯示，若使用多元的教材，將能幫助台灣學生有更多的機會接觸多樣的跨文化內容。事實上，近年在台灣很多的高中學校也有將英語學習雜誌納入課程的趨勢。然而，只有少數的研究深入探討這些英語學習雜誌的文化內容。本研究旨在以跨文化角度分析三本較常在台灣高中學校使用的英語學習雜誌。這三本雜誌都主張文化的重要性，並把文化內容融入在月刊中。本研究使用Moran (2001) 的「五個文化層面」以及Chao (2011) 的「主要文化類別」這兩個架構來分析這三個系列雜誌的正文、問題討論以及圖片部分。本研究分析範疇為三個系列雜誌於2017年出的全部共36本月刊。分析結果顯示，三個系列雜誌都在正文中包含了文化的各個層面（物品：58.35%，行為：41.14%，觀點：62.82%，群體：32.19%，人：30.81%），在圖片部分則都只能夠呈現代表特定文化的物品（48.71%）以及人物（35.80%）。另外，三個系列雜誌的正文都涵蓋了多種的文化類別（英美文化：39.76%，國際文化：38.90%，文化溝通：30.18%），但是台灣在地文化依舊很少在雜誌中被提及，只佔了11.02%。而圖片大多呈現的則是不屬於特定文化的內容（37.69%）。儘管如此，這三個系列的英語學習雜誌依舊成功將不同層面的文化融到月刊中，進而激發學習者的文化意識。分析結果亦顯示三個系列雜誌都含有一個共同的潛在課程：西方國家或是英美文化比其他文化優越。所以當學習者在使用這三個系列雜誌時，他們可能會讚揚英美文化而看低其他文化。而在其中一系列雜誌還發現，被選用的國際新聞可能在潛移默化之下，強化學生對某些國家的刻板印象。另外，這本雜誌提供的不是開放式問題或是意思上的交涉練習，而是提供回答例句，這樣可能會讓學生認為在跨文化溝通時需要遵循特定回答方式。這樣的呈現模式可能可以協助學生回答問題，但也可能讓學生認為在跨文化溝通時需要遵循某些規則。以上這些不同的潛在課程都有可能影響學生對於不同文化的態度。基於上述發現，本研究建議老師在選用英語學習雜誌時應考量每一系列雜誌的特點並且因應學生的需求增減內容。本研究也建議雜誌的設計者，圖片的選用應與文章所提及之文化內容相呼應，並且考量涵蓋不同類別的文化內容，而不偏重任何特定文化，而文化比較與反思的練習也可以融合到正文或圖片之中，讓學生有更多學習的機會。
In many foreign language contexts, textbook is the major source of exposure to cultural contents. Prior research evaluated textbooks selected and used in Taiwan from intercultural perspectives and proposed the idea that by using diverse teaching materials, learners would have more opportunities to engage in intercultural contents. In fact, there is a trend of using English learning magazines in English classes among high schools in Taiwan. Yet, few studies have done thorough analysis of the cultural contents on the English learning magazines. The current study intended to examine three popular English learning magazines used among high schools in Taiwan from intercultural perspectives. These three magazines all claimed to have integrated cultural elements in the articles. The scope of the analysis included texts, discussion questions, and pictures in 36 volumes collected from the year of 2017. The cultural contents were analyzed based on two coding schemes: Moran’s the Five Dimensions of Culture (2001) and Chao’s the Main Categories of Culture (2011).The results disclosed that while cultural dimensions were found to strike a balance in the reading texts in the three magazines (products: 58.35%, practices: 41.14%, perspectives: 62.82%, communities: 32.19%, and persons: 30.81%), most of the pictures in the magazines portrayed cultural creations (48.71%) and people (35.80%). As for cultural categories, the reading texts in all the magazines contained a variety of cultures (target culture: 39.76%, international culture: 38.90%, intercultural interaction: 30.81%) but local culture still stayed as minority (11.02%) and that mostof the pictures were related to culture-general knowledge (37.69%). Nevertheless, the attempt to incorporate different cultural dimensions and cultural categories to arouse learners’ cultural awareness had been successfully made among all the magazines.Drawn upon the findings, it was found that all the three English learning magazines conveyed one common hidden curriculum, which was western countries or target cultures were superior to other cultures. Therefore, when using the three magazines learners might praise target culture and look down upon other cultures. It was also found in one of the magazines that the selection of international news might unconsciously perpetuate stereotypes toward particular countries among learners. In addition, rather than open-ended questions or meaning negotiation activities, this series of magazine provided learners with sample sentences that might lead learners to think that they were expected to answer in certain ways during intercultural interaction. These hidden messages might implicitly or explicitly affect learners’ attitude toward different cultures.Based on above findings, it is suggested that teachers’ selection of the magazines should concern the strengths and weaknesses of each magazine and that teachers should adapt the contents to fit learners’ needs. It is also suggested that magazine designers should pay attention to the selection of pictures, so that the pictures are correlated with the reading text. Designers could also consider the balanced distribution of different cultures and the combination of intercultural interactions in reading texts or pictures, so that learners would have more learning opportunities.參考文獻 Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELTjournal, 56(1), 57-64.Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of the textbook. NY: Routledge.Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse & Society, 26(5), 517-542.Baker, W. (2009). The cultures of English as a lingua franca. Tesol Quarterly, 43(4), 567-592.Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT journal, 66(1), 62-70.Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.Boriboon, P. (2004). We would rather talk about plaa raa than hamburgers: Voices from low proficiency EFL learners in rural Thailand. Paper presented at the Postgraduate Conference, Edinburgh, UK.Canale, M., & Swain, M. (1980). Theoretical bases of com-municative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.Chao, T. C. (2010). Retrospective evaluation of a local college English textbook from an intercultural perspective. In Chen, Y. J., Huang, S. J., Liao, H. C., & Lin, S. H. (Eds.), Studies in English for Professional Communications and Applications (pp. 89-100). Taipei: Crane Publishing.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, G.M. & Starosta, W.J. (1996). Intercultural communication competence: A synthesis. In B. Burleson (Ed.), Communication Yearbook 19 (pp.353-383). Thousand Oaks: Sage.Cheng, H. F., & Lin, N. C. (2010). Exploring students’ perceptions of self-access English learning. Procedia-Social and Behavioral Sciences, 2(2), 2676-2680.Cortazzi, M. & Jin, L. (1999). “Cultural mirrors: Materials and methods in the EFL classroom”. In Hinkel, E. (Eds.), Culture in second language teaching (pp. 196-219). Cambridge: Cambridge University Press.Crystal, D. (2008). Two thousand million? English Today, 24(1), 3-6.Davcheva, L., & Sercu, L. (2003). Culture in foreign language teaching materials. In Sercu, L. (Eds.), Foreign Language Teachers and Intercultural Competence (pp. 90-109). Clevedon: Multilingual Matters.Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266.Fantini, A. E. (2000). A central concern: Developing intercultural communicative competence. SIT Occasional Paper Series, 1, 25-42.Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112.He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL quarterly, 44(4), 769-789.Hsiao, S. (2010). Representation of different culture themes in English learning magazines—Using “Let’s Talk in English” and “ABC Interactive Learning” as examples. (Unpublished master’s thesis). National Chengchi University, Taipei.Hsieh, K. T., Dong, D. H., & Wang, L. Y. (2013). A preliminary study of applying shadowing technique to English intonation instruction. Taiwan Journal of Linguistics, 11(2), 43-65.Hsu, C. C. (2018). Analyzing cultural content in junior-high-school English textbooks in Taiwan. (Unpublished master’s thesis). National Chenchi University, Taipei.Ilieva, R. (2000). Exploring culture in texts designed for use in adult ESL classrooms. TESL Canada journal, 17(2), 15-20.Juan, W. U. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.Kachru, B. B. (1985). “Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle”. In Quirk, R. & Widdowson, H. (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press.Kachru, B. B., & Nelson, C. L. (1996). World Englishes. In S.L. McKay and N.H. Hornberger (Eds.), Sociolinguistics and language teaching (pp.71-102). Cambridge: Cambridge University Press.Ke, I. C. (2012). From EFL to English as an international and scientific language:Analysing Taiwan`s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.Majdzadeh, M. (2002). Disconnection between language and culture: A case study of Iranian English textbooks. (Unpublished master’s thesis). King Saud University, Saudi Arabia.Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese textbooks. JALT Journal, 24(2), 182– 200.McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia medica: Biochemia medica, 22(3), 276-282.McKay, S. (2003). Teaching English as an international language: The Chilean context. ELT journal, 57(2), 139-148.MOE. (2016). MOE 12-year curriculum guideline, Taiwan: Ministry of Education.Moran, P. (2001). Teaching culture: Perspectives in practice. Boston, MA: Heinle & Heinle.Murayama, Y. (2000). The promotion of intercultural understanding in English language teaching: An analysis of textbooks and teacher training courses for upper secondary schools in Japan. (Unpublished master’s thesis). University of York, UK.Ndura, E. (2004). ESL and cultural bias: An analysis of elementary through high school textbooks in the western United States of America. Language, Culture and Curriculum, 17(2), 143-153.Park, J. Y. (2012). A different kind of reading instruction: Using visualizing to bridge reading comprehension and critical literacy. Journal of Adolescent & Adult Literacy, 55(7), 629-640.Pashmforoosh, R., & Babaii, E. (2015). Whose culture and how far? Culture presentation in current business English textbook series. Journal of Teaching in International Business, 26(3), 216-236.Phillipson, R. (1992). ELT: the native speaker`s burden? ELT journal, 46(1), 12-18.Rajadurai, J. (2005). Revisiting the concentric circles: Conceptual and sociolinguistic considerations. Asian EFL Journal, 7(4), 111-130.Rao, Z. (2002). Chinese students` perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85-105.Richards, J. (2005). Communicative language teaching today. Cambridge: Cambridge University Press.Samimy, K. K., & Kobayashi, C. (2004). Toward the development of intercultural communicative competence: Theoretical and pedagogical implications for Japanese English teachers. JALT JOURNAL, 26(2), 245-261.Sándorová, Z. (2016). The intercultural component in an EFL course-book package. Journal of Language and Cultural Education, 4(3), 178-203.Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253-268.Skopinskaja, L. (2003). The role of culture in foreign language teaching materials: An evaluation from an intercultural perspective. In Lazar, I. (Eds.), Incorporating intercultural communicative competence in language teacher education (pp.39-69). Kapfenberg: Council of Europe Publishing.Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24(4), 382-390.Su, Y. C. (2016). The international status of English for intercultural understanding in Taiwan`s high school EFL textbooks. Asia Pacific Journal of Education, 36(3), 390-408.TAAA. (2017). TAAA year book. Taiwan: Taipei Association of Advertising Agencies.Thomas, C. (2014). Meeting EFL learners halfway by using locally relevant authentic materials. English Teaching Forum, 52(3), 14-23.Yamada, M. (2010). English as a multicultural language: Implications from a study of Japan`s junior high schools` English language textbooks. Journal of Multilingual and Multicultural Development, 31(5), 491-506.Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT journal, 65(4), 458-466. 描述 碩士
國立政治大學
英國語文學系
1055510081資料來源 http://thesis.lib.nccu.edu.tw/record/#G1055510081 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Huang, Yi-Ping en_US dc.contributor.author (Authors) 林瑜芳 zh_TW dc.contributor.author (Authors) Lin, Yu-Fang en_US dc.creator (作者) 林瑜芳 zh_TW dc.creator (作者) Lin, Yu-Fang en_US dc.date (日期) 2019 en_US dc.date.accessioned 2-May-2019 14:41:19 (UTC+8) - dc.date.available 2-May-2019 14:41:19 (UTC+8) - dc.date.issued (上傳時間) 2-May-2019 14:41:19 (UTC+8) - dc.identifier (Other Identifiers) G1055510081 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/123221 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 1055510081 zh_TW dc.description.abstract (摘要) 在眾多語言學習情境下，教科書是學生接觸文化內容的主要來源。過去以跨文化角度評估在台灣所選用的教科書之相關研究顯示，若使用多元的教材，將能幫助台灣學生有更多的機會接觸多樣的跨文化內容。事實上，近年在台灣很多的高中學校也有將英語學習雜誌納入課程的趨勢。然而，只有少數的研究深入探討這些英語學習雜誌的文化內容。本研究旨在以跨文化角度分析三本較常在台灣高中學校使用的英語學習雜誌。這三本雜誌都主張文化的重要性，並把文化內容融入在月刊中。本研究使用Moran (2001) 的「五個文化層面」以及Chao (2011) 的「主要文化類別」這兩個架構來分析這三個系列雜誌的正文、問題討論以及圖片部分。本研究分析範疇為三個系列雜誌於2017年出的全部共36本月刊。分析結果顯示，三個系列雜誌都在正文中包含了文化的各個層面（物品：58.35%，行為：41.14%，觀點：62.82%，群體：32.19%，人：30.81%），在圖片部分則都只能夠呈現代表特定文化的物品（48.71%）以及人物（35.80%）。另外，三個系列雜誌的正文都涵蓋了多種的文化類別（英美文化：39.76%，國際文化：38.90%，文化溝通：30.18%），但是台灣在地文化依舊很少在雜誌中被提及，只佔了11.02%。而圖片大多呈現的則是不屬於特定文化的內容（37.69%）。儘管如此，這三個系列的英語學習雜誌依舊成功將不同層面的文化融到月刊中，進而激發學習者的文化意識。分析結果亦顯示三個系列雜誌都含有一個共同的潛在課程：西方國家或是英美文化比其他文化優越。所以當學習者在使用這三個系列雜誌時，他們可能會讚揚英美文化而看低其他文化。而在其中一系列雜誌還發現，被選用的國際新聞可能在潛移默化之下，強化學生對某些國家的刻板印象。另外，這本雜誌提供的不是開放式問題或是意思上的交涉練習，而是提供回答例句，這樣可能會讓學生認為在跨文化溝通時需要遵循特定回答方式。這樣的呈現模式可能可以協助學生回答問題，但也可能讓學生認為在跨文化溝通時需要遵循某些規則。以上這些不同的潛在課程都有可能影響學生對於不同文化的態度。基於上述發現，本研究建議老師在選用英語學習雜誌時應考量每一系列雜誌的特點並且因應學生的需求增減內容。本研究也建議雜誌的設計者，圖片的選用應與文章所提及之文化內容相呼應，並且考量涵蓋不同類別的文化內容，而不偏重任何特定文化，而文化比較與反思的練習也可以融合到正文或圖片之中，讓學生有更多學習的機會。 zh_TW dc.description.abstract (摘要) In many foreign language contexts, textbook is the major source of exposure to cultural contents. Prior research evaluated textbooks selected and used in Taiwan from intercultural perspectives and proposed the idea that by using diverse teaching materials, learners would have more opportunities to engage in intercultural contents. In fact, there is a trend of using English learning magazines in English classes among high schools in Taiwan. Yet, few studies have done thorough analysis of the cultural contents on the English learning magazines. The current study intended to examine three popular English learning magazines used among high schools in Taiwan from intercultural perspectives. These three magazines all claimed to have integrated cultural elements in the articles. The scope of the analysis included texts, discussion questions, and pictures in 36 volumes collected from the year of 2017. The cultural contents were analyzed based on two coding schemes: Moran’s the Five Dimensions of Culture (2001) and Chao’s the Main Categories of Culture (2011).The results disclosed that while cultural dimensions were found to strike a balance in the reading texts in the three magazines (products: 58.35%, practices: 41.14%, perspectives: 62.82%, communities: 32.19%, and persons: 30.81%), most of the pictures in the magazines portrayed cultural creations (48.71%) and people (35.80%). As for cultural categories, the reading texts in all the magazines contained a variety of cultures (target culture: 39.76%, international culture: 38.90%, intercultural interaction: 30.81%) but local culture still stayed as minority (11.02%) and that mostof the pictures were related to culture-general knowledge (37.69%). Nevertheless, the attempt to incorporate different cultural dimensions and cultural categories to arouse learners’ cultural awareness had been successfully made among all the magazines.Drawn upon the findings, it was found that all the three English learning magazines conveyed one common hidden curriculum, which was western countries or target cultures were superior to other cultures. Therefore, when using the three magazines learners might praise target culture and look down upon other cultures. It was also found in one of the magazines that the selection of international news might unconsciously perpetuate stereotypes toward particular countries among learners. In addition, rather than open-ended questions or meaning negotiation activities, this series of magazine provided learners with sample sentences that might lead learners to think that they were expected to answer in certain ways during intercultural interaction. These hidden messages might implicitly or explicitly affect learners’ attitude toward different cultures.Based on above findings, it is suggested that teachers’ selection of the magazines should concern the strengths and weaknesses of each magazine and that teachers should adapt the contents to fit learners’ needs. It is also suggested that magazine designers should pay attention to the selection of pictures, so that the pictures are correlated with the reading text. Designers could also consider the balanced distribution of different cultures and the combination of intercultural interactions in reading texts or pictures, so that learners would have more learning opportunities. en_US dc.description.tableofcontents Chapter 1: Introduction 1Chapter 2: Literature Review 5Chapter 3: Methodology 13Chapter 4: Result and Discussion 25Chapter 5: Implication and Conclusion 63Appendices 71References 73 zh_TW dc.format.extent 2140586 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1055510081 en_US dc.subject (關鍵詞) 跨文化溝通 zh_TW dc.subject (關鍵詞) 英語學習雜誌 zh_TW dc.subject (關鍵詞) 文化內容分析 zh_TW dc.subject (關鍵詞) 補充教材 zh_TW dc.subject (關鍵詞) Intercultural communicative competence en_US dc.subject (關鍵詞) Supplemental material en_US dc.subject (關鍵詞) Cultural contents en_US dc.subject (關鍵詞) English learning magazine en_US dc.subject (關鍵詞) Content analysis en_US dc.title (題名) 以跨文化角度分析台灣英語學習雜誌 zh_TW dc.title (題名) Content analysis of the English learning magazines for Taiwanese learners from intercultural perspectives en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELTjournal, 56(1), 57-64.Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of the textbook. NY: Routledge.Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse & Society, 26(5), 517-542.Baker, W. (2009). The cultures of English as a lingua franca. Tesol Quarterly, 43(4), 567-592.Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT journal, 66(1), 62-70.Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.Boriboon, P. (2004). We would rather talk about plaa raa than hamburgers: Voices from low proficiency EFL learners in rural Thailand. Paper presented at the Postgraduate Conference, Edinburgh, UK.Canale, M., & Swain, M. (1980). Theoretical bases of com-municative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.Chao, T. C. (2010). Retrospective evaluation of a local college English textbook from an intercultural perspective. In Chen, Y. J., Huang, S. J., Liao, H. C., & Lin, S. H. (Eds.), Studies in English for Professional Communications and Applications (pp. 89-100). Taipei: Crane Publishing.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, G.M. & Starosta, W.J. (1996). Intercultural communication competence: A synthesis. In B. Burleson (Ed.), Communication Yearbook 19 (pp.353-383). Thousand Oaks: Sage.Cheng, H. F., & Lin, N. C. (2010). Exploring students’ perceptions of self-access English learning. Procedia-Social and Behavioral Sciences, 2(2), 2676-2680.Cortazzi, M. & Jin, L. (1999). “Cultural mirrors: Materials and methods in the EFL classroom”. In Hinkel, E. (Eds.), Culture in second language teaching (pp. 196-219). Cambridge: Cambridge University Press.Crystal, D. (2008). Two thousand million? English Today, 24(1), 3-6.Davcheva, L., & Sercu, L. (2003). Culture in foreign language teaching materials. In Sercu, L. (Eds.), Foreign Language Teachers and Intercultural Competence (pp. 90-109). Clevedon: Multilingual Matters.Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266.Fantini, A. E. 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ELT journal, 65(4), 458-466. zh_TW dc.identifier.doi (DOI) 10.6814/THE.NCCU.ENG.006.2019.A09 en_US
