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A Contrastive Study Of Senior High English Textbooks From The Perspective Of Intercultural Communication Competence

Posted on:2019-01-17Degree:MasterType:Thesis
Country:ChinaCandidate:K H LiFull Text:PDF
GTID:2405330548977371Subject:Subject teaching
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The new 2017 English Curriculum Standard of Senior High School was issued by the Ministry of Education in January 16th,2018.This standard not only puts forward a new framework of curriculum design,but also further points out the synchronous cultivation of students' language ability and cultural knowledge,emphasizes the importance of developing students' intercultural communication competence and makes specific and detailed requirements for the cultural knowledge content of each level(compulsory courses,selective compulsory courses and elective courses).In the current period,textbook is the main English learning resource for students and the main teaching tool for teachers,the selection and design of textbook content has important influence on students'intercultural communication competence.Being faced with a variety of textbooks for English teaching,the author selects two wide-spread used editions of senior high school English teaching,Advance with English(Jiangsu edition)and Senior High English(Beijing Normal University Press),to make a contrastive analysis of the cultural content covered in five compulsory books and three elective books of each edition.This research answers three questions:1.What intercultural contents required in the new 2017 English Curriculum Standard are included in two sets of textbooks respectively?What advantages and disadvantages do they have?2.How is the current level of senior high school students' intercultural communication competence?3.After finishing the learning of required textbooks(Advance with English(Jiangsu edition)/Senior High English(Beijing Normal University Press),which dimensions improved the most in students' intercultural communication cultivation?The author reviews the previous study of culture teaching and textbook evaluation,and proposes a framework for cultural evaluation on the basis of the 2017 English Curriculum Standard.This framework makes contrastive evaluation from two aspects:1)According to the cultural components,which can be divided into material culture,spiritual culture,social culture,behavior culture and ideological culture;2)According to the international aspects of cultural content,which can be divided into target-language culture,native culture,universal culture and common culture.Meanwhile,in order to testify the current level of senior high students' intercultural communication competence and further study the relationship between textbook and student' intercultural communication competence,a question survey is conducted to 200 students(two groups,100 students who are using the Advance with English textbooks,100 students who are using the Senior High English textbooks)The results show that:1.Generally speaking,two editions of textbooks encompass all the culture contents in terms of the evaluation framework.As for the cultural components,spiritual culture and ideological culture account a large proportion of the whole textbooks.However,The contents referred in the 2017 English Curriculum Standard such as the cultural connotation or background such as English proverbs,idioms and language expressions should be added.As for the international culture,target culture and common culture take a large part of the textbooks,and the native culture in Senior High English accounts a large proportion than Advance with English.Meanwhile,there are some differences of the cultural knowledge selection and textbook design,for example,the Culture Corner part in Senior High English causes more attention to improve students' intercultural communication competence.2.The current intercultural communication competence of high school students is still not very high,which mainly reflected in the lack of awareness and sensitivity of the differences between their native culture and foreign culture,students' existing cultural schema and the negative transfer of their mother tongue also can explain it.So,language teachers should not only introduce English cultural knowledge to students,but also cultivate their English thinking modes.3.Two editions of textbooks are both helpful in cultivating students' intercultural awareness.The data shows that Advance with English can improve students' intercultural awareness and intercultural attitude to a large extent,and Senior High English are helpful in cultivating students' intercultural knowledge,intercultural attitude and intercultural awareness.While the cultivation of intercultural skill is limited.Finally,this research provides some constructive suggestions for teachers and textbook compilers on the basis of conclusions.As English teachers,they should pay more attention on intercultural teaching and take different teaching methods accordingly.As textbook compilers,they should add more intercultural reading materials and design more cultural section to cause students' attention and interests.
Keywords/Search Tags:intercultural communication competence, cultural comparison, Advance with English (Jiangsu edition), Senior High English (Beijing Normal University Press)
PDF Full Text Request
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