Research On The Distribution Of Cultural Contents In New English Textbooks Of PEP

General Senior High School English Curriculum Standards(2017 Edition)(hereinafter referred to as the New English Curriculum Standards)regards cultural awareness as one of the core competencies of the English subject,and proposes to cultivate socialist builders and successors with Chinese feelings,international vision and cross-cultural communication competence.English textbooks published by People’s Education Press(PEP)in 2019(hereinafter referred to as New English textbooks of PEP)were carefully revised based on the New English Curriculum Standards.The present study selected Compulsory 1,Compulsory 2 and Compulsory3 of New English textbooks of PEP to investigate the distribution of cultural contents.The present study aims to answer the following two questions: what is the distribution of cultural contents in New English textbooks of PEP in terms of cultural types and cultural regions? What are teachers’ attitude and views on the cultural contents in New English textbooks of PEP?According to classifications of culture of the New English Curriculum Standards,Cortazzi and Jin’s(1999),and Zhang Gecheng and Zhang Hongyan’s(2007)classifications of cultural sources,the content analysis method aimed to explore the distribution of cultural contents of the three textbooks in terms of cultural types and cultural regions.Whether the three textbooks have implemented the content requirements of cultural knowledge proposed by the New English Curriculum Standards was also investigated.In addition,five English teachers were invited to participate in the teacher’s interview,and the key words were extracted to explore the teachers’ views and attitude towards cultural contents of the three textbooks.The major findings of the present study were made.Firstly,the three textbooks have implemented the content requirements of cultural knowledge of compulsory courses proposed by the New English Curriculum Standards.Secondly,in terms of cultural types,the three textbooks cover almost all cultural types,but the distribution of cultural types is not highly balanced.The three textbooks focus on the input of the spiritual culture.However,the proportion of material culture is relatively small.With regard to cultural regions,the source culture and target culture account for a large proportion,and a few contents introduce international culture and other culture.The representation of comparative culture in the three textbooks is not relatively sufficient.Thirdly,the results of teacher interviews revealed that the five English teachers who were invited to participate in the interview appreciated the cultural content of the three textbooks,and held a favorable attitude.The three textbooks have been very successful in cultivating students’ cultural confidence,cross-cultural awareness and international vision.These textbooks not only focus on the presentation of source culture and target culture,but also present the comparative culture and international culture.However,teachers also said that in terms of international culture,the cultural content of some countries along the Belt and Road Routes is relatively less involved.International cultural content is mainly distributed in Video Time,Workbook and learning activities.The present study is helpful for textbook users to better understand the distributive characteristics of cultural contents in New English textbooks of PEP.The findings shed light on textbook compilers,senior high school English teachers and English teaching and research personnel.Finally,the limitations of the present study and suggestions for future research are put forward.