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。

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
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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