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Luận văn tiếng Anh:An Analysis of Cultural Factors in the Textbook English 12 from the Perspective of English as an International Language = Phân tích các yếu tố văn hóa trong sách giáo khoa tiếng Anh 12 theo quan điểm tiếng Anh là ngôn ngữ quốc tế. M.A
Miêu tả:Aligned with the process of globalization, English spreads worldwide, gaining a status of an international language and used by people of different backgrounds as a lingua franca for most of their international encounters. Shaped by non native speakers, EIL carries in it not only Anglo-Saxon culture but also non-Anglo-Saxon culture, entailing the basis of cultural content in EIL teaching materials no longer restricted to cultures of English-speaking nations. Thus, the density of Anglo-Saxon culture in current EFL textbooks used in Vietnam needs to be re-examined. A study which aimed at exploring cultural diversity and the density of Anglo-Saxon culture in the textbook English 12 was conducted. Content analysis method was applied, a content analysis card was adopted to collect data, tables were used to display results in form of frequency and percentage. The findings analysis shows that the textbook does include both Anglo-Saxon culture and non-Anglo-Saxon culture with the latter predominating, thus overall meeting the demand of the EIL context. However, a scrutiny of cultural activities in the textbook reveals that opportunities for students to compare and contrast cultures are limited. The findings suggest ideas for recommendations to those involved in EIL pedagogical activities in the Vietnamese context, namely textbook compilers, teachers, students, and test designers.
Electronic Resources
PART I - INTRODUCTION
This part introduces the rationale of carrying out this study, its aims and
objectives as well as its scope and significance. The part also presents the structure
of the thesis.
1. Rationale of the study
Unlike any other language which normally rests itself in its homeland,
English has stepped beyond the boundary of its first settlements, initially the United
Kingdom, later the United States of America, Australia, Canada and New Zealand,
travelling to every corner of the world, being used by people of all kinds of
nationalities and ethnic backgrounds as a common language for most of their
international encounters (Crystal, 1997; Graddol, 1997; McKay, 2002) and has
actually grown into "a world property" (Talebinezhad, 2001), used "by the world"
and "for the world" (Ngo, 2012). One of its lengthened names: English as an
International Language (henceforth EIL) indicates an attempt to reflect such global
scale usage of the language.
English has become a global language with so many implications for the
teaching and learning of the language. McKay (2002: 1) points out that "the
teaching and learning of an international language must be based on an entirely
different set of assumptions than the teaching and learning of any other second or
foreign language". These assumptions give rise to changes in teaching methods,
learners' goals, materials, assessment and the view on the cultural content in the
teaching and learning materials.
One of the questions arising from the context of EIL teaching is: Is totally (or
extremely) native English-speaking cultures oriented approach to teaching and
learning materials still reasonable with the advent of EIL? This question implies
changes in approach to cultural content of materials for EIL teaching. As a high school teacher of English, I have noticed that the new set of textbooks introduced
nationwide in 2006 by MOET shows a great deal of improvement as compared with
the old grammar-based one. However, I wonder whether it keeps pace with changes
in terms of cultural content required by the advent of EIL. Whose cultures are
presented in the textbooks? How are they distributed? Do they provide learners any
opportunities to compare and contrast cultures? Therefore, there has arisen a strong
need to tackle a study to find answers to those questions, figuring out to what extent
the textbooks can equip learners with adequate cultural instruction in the context of
EIL. This is my motivation in conducting this research.
2. Research aims, objectives and research questions
This study aims at analyzing the cultural content in the textbook English 12
to figure out whether or not it provides students with adequate cultural instruction in
EIL context. The objectives of the study are to define whose cultures are more
presented in the textbook so that decisions on modification or supplementation of
the cultural content can be made. In order to achieve the above-mentioned aims and
objectives, the study was designed to find answers to the following overarching
research question:
- To what extent does the textbook English 12 meet the criteria for the cultural
content from the perspective of English as an International Language?
The above question encompasses three sub-questions that this study aims to answer:
1. What cultures are embedded in the textbook English 12?
2. Which culture predominates in the textbook English 12?
3. To what extent does the textbook English 12 provide opportunities for
students to compare and contrast the target culture, the home culture and the
international culture?
3. Scope of the study
Given the aforementioned aims and objectives, this study is limited to the
analysis of the cultural content embedded in the textbook English 12 for
Vietnamese high school students.
4. Significance of the study
Findings of this study will Giúp to raise cultural awareness among textbook
writers, classroom teachers and students. They also suggest pedagogical solutions to
the challenge of addressing the issue of culture in the context of teaching English as
an international language. Those suggestions will Giúp to develop better Vietnamese
high school students’ intercultural awareness so that they can use English for
international communication more effectively in their personal and career life.
5. The structure of the thesis
This thesis is divided as follows:
PART I is Introduction. This part presents general details that serve as the
rationale of the study. It also introduces the scope of the study, research objectives
and research questions, its significance, and outlines the thesis.
PART II - Development is divided into three chapters
Chapter 1 - Theory and Literature Review clarifies important theoretical
issues: the concept of culture, the concept of EIL and the issue of culture in EIL
and cultural content in materials for EIL teaching as well as reviewing previous
studies on the topic.
Chapter 2 - Methodology presents the method used to analyze the cultural
factors of the textbook. It also describes setting and sample of the research, data
collection instrument, and data collection procedure and data analysis.
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Luận văn tiếng Anh:An Analysis of Cultural Factors in the Textbook English 12 from the Perspective of English as an International Language = Phân tích các yếu tố văn hóa trong sách giáo khoa tiếng Anh 12 theo quan điểm tiếng Anh là ngôn ngữ quốc tế. M.A
Miêu tả:Aligned with the process of globalization, English spreads worldwide, gaining a status of an international language and used by people of different backgrounds as a lingua franca for most of their international encounters. Shaped by non native speakers, EIL carries in it not only Anglo-Saxon culture but also non-Anglo-Saxon culture, entailing the basis of cultural content in EIL teaching materials no longer restricted to cultures of English-speaking nations. Thus, the density of Anglo-Saxon culture in current EFL textbooks used in Vietnam needs to be re-examined. A study which aimed at exploring cultural diversity and the density of Anglo-Saxon culture in the textbook English 12 was conducted. Content analysis method was applied, a content analysis card was adopted to collect data, tables were used to display results in form of frequency and percentage. The findings analysis shows that the textbook does include both Anglo-Saxon culture and non-Anglo-Saxon culture with the latter predominating, thus overall meeting the demand of the EIL context. However, a scrutiny of cultural activities in the textbook reveals that opportunities for students to compare and contrast cultures are limited. The findings suggest ideas for recommendations to those involved in EIL pedagogical activities in the Vietnamese context, namely textbook compilers, teachers, students, and test designers.
Electronic Resources
PART I - INTRODUCTION
This part introduces the rationale of carrying out this study, its aims and
objectives as well as its scope and significance. The part also presents the structure
of the thesis.
1. Rationale of the study
Unlike any other language which normally rests itself in its homeland,
English has stepped beyond the boundary of its first settlements, initially the United
Kingdom, later the United States of America, Australia, Canada and New Zealand,
travelling to every corner of the world, being used by people of all kinds of
nationalities and ethnic backgrounds as a common language for most of their
international encounters (Crystal, 1997; Graddol, 1997; McKay, 2002) and has
actually grown into "a world property" (Talebinezhad, 2001), used "by the world"
and "for the world" (Ngo, 2012). One of its lengthened names: English as an
International Language (henceforth EIL) indicates an attempt to reflect such global
scale usage of the language.
English has become a global language with so many implications for the
teaching and learning of the language. McKay (2002: 1) points out that "the
teaching and learning of an international language must be based on an entirely
different set of assumptions than the teaching and learning of any other second or
foreign language". These assumptions give rise to changes in teaching methods,
learners' goals, materials, assessment and the view on the cultural content in the
teaching and learning materials.
One of the questions arising from the context of EIL teaching is: Is totally (or
extremely) native English-speaking cultures oriented approach to teaching and
learning materials still reasonable with the advent of EIL? This question implies
changes in approach to cultural content of materials for EIL teaching. As a high school teacher of English, I have noticed that the new set of textbooks introduced
nationwide in 2006 by MOET shows a great deal of improvement as compared with
the old grammar-based one. However, I wonder whether it keeps pace with changes
in terms of cultural content required by the advent of EIL. Whose cultures are
presented in the textbooks? How are they distributed? Do they provide learners any
opportunities to compare and contrast cultures? Therefore, there has arisen a strong
need to tackle a study to find answers to those questions, figuring out to what extent
the textbooks can equip learners with adequate cultural instruction in the context of
EIL. This is my motivation in conducting this research.
2. Research aims, objectives and research questions
This study aims at analyzing the cultural content in the textbook English 12
to figure out whether or not it provides students with adequate cultural instruction in
EIL context. The objectives of the study are to define whose cultures are more
presented in the textbook so that decisions on modification or supplementation of
the cultural content can be made. In order to achieve the above-mentioned aims and
objectives, the study was designed to find answers to the following overarching
research question:
- To what extent does the textbook English 12 meet the criteria for the cultural
content from the perspective of English as an International Language?
The above question encompasses three sub-questions that this study aims to answer:
1. What cultures are embedded in the textbook English 12?
2. Which culture predominates in the textbook English 12?
3. To what extent does the textbook English 12 provide opportunities for
students to compare and contrast the target culture, the home culture and the
international culture?
3. Scope of the study
Given the aforementioned aims and objectives, this study is limited to the
analysis of the cultural content embedded in the textbook English 12 for
Vietnamese high school students.
4. Significance of the study
Findings of this study will Giúp to raise cultural awareness among textbook
writers, classroom teachers and students. They also suggest pedagogical solutions to
the challenge of addressing the issue of culture in the context of teaching English as
an international language. Those suggestions will Giúp to develop better Vietnamese
high school students’ intercultural awareness so that they can use English for
international communication more effectively in their personal and career life.
5. The structure of the thesis
This thesis is divided as follows:
PART I is Introduction. This part presents general details that serve as the
rationale of the study. It also introduces the scope of the study, research objectives
and research questions, its significance, and outlines the thesis.
PART II - Development is divided into three chapters
Chapter 1 - Theory and Literature Review clarifies important theoretical
issues: the concept of culture, the concept of EIL and the issue of culture in EIL
and cultural content in materials for EIL teaching as well as reviewing previous
studies on the topic.
Chapter 2 - Methodology presents the method used to analyze the cultural
factors of the textbook. It also describes setting and sample of the research, data
collection instrument, and data collection procedure and data analysis.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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