Sociocultural inappropriateness in secondary school English textbook dialogues
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참고문헌
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초록
This study seeks to analyze EFL textbook dialogues from a sociocultural point of view toinvestigate whether textbook dialogues represent L2 sociocultural knowledge appropriately. Forthis purpose, data were collected from eighteen middle school English textbooks designed underthe 2007 national curriculum in Korea. The results showed that many samples of dialoguesrevealed inadequate presentation of L2 sociocultural knowledge in the textbooks. There weretwo overall categories of sociocultural inappropriateness: socio-contextual and stylistic factors. The socio-contextual problems involved problems arising from neglect of participant variablesand scanty attention to situational variables. The stylistic problems occurred when speechbehaviors were impolite and even rude and when formal language was used where causallanguage is favored. These findings are not in keeping with the widely held claim that the choiceof language should be specific to sociocultural contexts and situations where it is used. Thefindings also suggest that textbook dialogues do not always mirror the ways native speakersactually perform. On the basis of the results, pedagogical implications are provided, togetherwith helpful suggestions for the improvement of sociocultural aspects of English textbooks.
Abstract
This study seeks to analyze EFL textbook dialogues from a sociocultural point of view toinvestigate whether textbook dialogues represent L2 sociocultural knowledge appropriately. Forthis purpose, data were collected from eighteen middle school English textbooks designed underthe 2007 national curriculum in Korea. The results showed that many samples of dialoguesrevealed inadequate presentation of L2 sociocultural knowledge in the textbooks. There weretwo overall categories of sociocultural inappropriateness: socio-contextual and stylistic factors. The socio-contextual problems involved problems arising from neglect of participant variablesand scanty attention to situational variables. The stylistic problems occurred when speechbehaviors were impolite and even rude and when formal language was used where causallanguage is favored. These findings are not in keeping with the widely held claim that the choiceof language should be specific to sociocultural contexts and situations where it is used. Thefindings also suggest that textbook dialogues do not always mirror the ways native speakersactually perform. On the basis of the results, pedagogical implications are provided, togetherwith helpful suggestions for the improvement of sociocultural aspects of English textbooks.
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