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系統識別號 U0002-0406201912362200
中文論文名稱 台灣政府核定高中英文教科書之文化內容探討
英文論文名稱 THE CULTURAL CONTENTS IN HIGH SCHOOL ENGLISH TEXTBOOKS IN TAIWAN
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 107
學期 2
出版年 108
研究生中文姓名 鄭苔英
研究生英文姓名 TAI-YING CHENG
學號 800110107
學位類別 博士
語文別 英文
口試日期 2019-05-13
論文頁數 153頁
口試委員 指導教授-王藹玲
委員-蔡麗娟
委員-姚嘉苓
委員-林怡弟
委員-林裕昌
中文關鍵字 文化層面  內容分析法  英語為國際語言  全球化  全球在地化  跨文化溝通能力  潛在課程  內圍圈 
英文關鍵字 cultural dimensions  content analysis  EIL  globalization  glocalization  intercultural communicative competence  hidden curriculum  inner circle 
學科別分類
中文摘要 在此研究中,研究者針對政府核准之台灣當地出版的高中英語教科書系列,研究其文化內容。研究的目的是,探討其文化內容是否反應出英語為國際語言的現存狀態。此外,研究者檢視英文教科書的文化層面來探究是否有任何文化層面所佔的比例有過高的狀況。此研究使用內容分析法,有系統地檢視課本中的文化意涵,此研究採用兩個編碼系統:(一) Moran’s的文化層面和(二)文化範疇。研究結果顯示,在所有檢視的教科書中確實有文化的分配不平均的現象。然有不同的文化層面,在教科書中呈現,不過,課本仍然偏向以英語為母語的國家的內圈中之人物、觀點和產品為介紹內容。從研究的結果揭露出英文課本中之潛在課程,並且提供建議,希望未來能設計出有所改善的文化教學教材資料給語言學習者。
英文摘要 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.
論文目次 TABLE OF CONTENTS
ACKNOWLEDGEMENTS i
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
REFERENCES 141
TEXTBOOKS EXAMINED 151
APPENDICES 152
Appendix A: 152
Appendix B: 153


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