Realization of Culture in English Textbooks in Chinese High School Level
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초록
This study taking a brief look at ELT in China reflects on thepresentation of culture in the English textbooks adopted in Chinese high school level. The categorization by Ramirez and Hall (1990) shaped the basis of the analysis of the textbooks. The main objective of the inquiry was to examine the quality of representation of source, target and other cultures in the ELT textbooks and to investigate the way major and subclasses of cultural elements are treated in the textbooks. Following data collection and analysis, the results of the study pointed out that the Chinese ELT textbooks in high school level represented target culture (C2) more than source culture (C1) and other cultures. Further, among five major cultural elements, the most emphasis was given to the category of religion, arts, and humanities under which came subcategories including literature, arts, music, etc. Accordingly, the coverage of culture in Chinese English textbooks in high school level was characterized to be of an imbalanced status. Put it another way, there were some areas of culture, like personal, which were underrepresented throughout the textbooks. Therefore, relying on the findings of this survey, although some culture dimensions emerged adequate, the present status of culture representation in Chinese ELT textbooks in high school level suffers from its unfair behavior with all culture dimensions, overemphasizing some and poorly characterizing some other; consequently, it is unable to cater for students`` deepening and enriching their knowledge of culture in all respects.
Abstract
This study taking a brief look at ELT in China reflects on thepresentation of culture in the English textbooks adopted in Chinese high school level. The categorization by Ramirez and Hall (1990) shaped the basis of the analysis of the textbooks. The main objective of the inquiry was to examine the quality of representation of source, target and other cultures in the ELT textbooks and to investigate the way major and subclasses of cultural elements are treated in the textbooks. Following data collection and analysis, the results of the study pointed out that the Chinese ELT textbooks in high school level represented target culture (C2) more than source culture (C1) and other cultures. Further, among five major cultural elements, the most emphasis was given to the category of religion, arts, and humanities under which came subcategories including literature, arts, music, etc. Accordingly, the coverage of culture in Chinese English textbooks in high school level was characterized to be of an imbalanced status. Put it another way, there were some areas of culture, like personal, which were underrepresented throughout the textbooks. Therefore, relying on the findings of this survey, although some culture dimensions emerged adequate, the present status of culture representation in Chinese ELT textbooks in high school level suffers from its unfair behavior with all culture dimensions, overemphasizing some and poorly characterizing some other; consequently, it is unable to cater for students`` deepening and enriching their knowledge of culture in all respects.
참고문헌 (25)
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