||THE CULTURAL CONTENTS IN HIGH SCHOOL ENGLISH TEXTBOOKS IN TAIWAN
||Department of English
intercultural communicative competence
||This study aims to explore cultural content in a series of locally published EFL textbooks used in secondary schools in Taiwan. The purpose is to investigate whether the representations of different cultures in those textbooks accurately and comprehensively reflect the current status of English as an international language. Additionally, the study seeks to determine if an overrepresentation of any particular cultural dimensions exists. In order to systematically explore the cultural content of the textbooks under scrutiny, this researcher adopted a methodology of content analysis based on two coding schemes. One coding scheme is the five dimensions of culture as originally proposed by Moran (2001); the other is the cultural category which has been adapted by this researcher. The results of this study indicate that a disparity of culture representation prevails throughout the textbooks examined. Even though these textbooks do ostensibly promote diverse cultural dimensions, the data reveal a clear tendency in the reading selections to focus disproportionately on the people, perspectives and products of Inner Circle countries. Drawing on the findings from the study, this researcher details a hidden curriculum embedded in the examined textbooks, and suggests methods and means by which improved EFL cultural materials might be designed for learners in the language classroom.
||TABLE OF CONTENTS
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER ONE: INTRODUCTION 1
1.1 Background of this Study 1
1.2 Globalization and English Language Teaching 4
1.3 The Role of Textbooks 11
1.4 Rationale and Purpose of this Study 18
1.5 Research Questions 21
1.6 Significance of this Study 22
1.7 Definitions of Key Terms 23
1.8 Organization of this Study 24
CHAPTER TWO: LITERATURE REVIEW 26
2.1 Definitions of Culture 26
2.2 Language and Culture 32
2.3 Intercultural Language Learning and Intercultural Communicative Competence 37
2.4 Globalization, Glocalization, and English as an International Language 42
2.5 Previous Studies regarding Cultural Issues 46
2.6 Cultural Categories and Cultural Dimensions 54
CHAPTER THREE: RESEARCH METHODOLOGY 65
3.1 Content Analysis 65
3.2 Initial Analysis and Reliability Design 67
3.3 The Textbooks under Investigation 69
3.4 Data Analysis and Coding Schemes 71
3.5 Cultural Categories 74
3.6 Cultural Dimensions 83
CHAPTER FOUR: DATA ANALYSIS 92
4.1 Cultural Categories in the Reading Selection 92
4.2 Cultural Dimensions in the Reading Selection 97
4.3 Cultural Categories in the Conversation Section 106
4.4 Cultural Dimensions in the Conversation Section 110
4.5 Cultural Categories and Cultural Dimensions in the Reading Selection 117
4.6 Cultural Categories and Cultural Dimensions in Conversation Section 119
4.7 Challenges in Assigning Cultural Categories and Cultural Dimensions 121
CHAPTER FIVE: SUMMARY AND DISCUSSIONS 124
5.1 Question One: To What Extent Does the Representation of Cultures in High School English Textbooks Reflect the Status of English as An International Language? 124
5. 2 Question Two: What Cultural Dimensions Are Included in High School English Textbooks in Taiwan? 127
5.3 Question Three: What Are the Hidden Values and Assumptions Presented in the Cultural Materials in High School English Textbooks in Taiwan? 133
CHAPTER SIX: CONCLUSIONS AND LIMITATIONS 135
6.1 Conclusions of this Study 135
6.2 Implications for Teachers and Publishers 138
6.3 Limitations of this Study 139
TEXTBOOKS EXAMINED 151
Appendix A: 152
Appendix B: 153
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