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| 中国高中英语教材的评估研究【英语论文】 ABSTRACT This research aims at analyzing the proportion of cultural contents in the English coursebooks used in Chinese secondary schools. Throughout the research history, foreign scholars Cunningworth and Tomlison (1984) have created systems for the textbook evaluation. Byram(1991) has formulated the classification of cultural contents in the textbook. Domestic scholars Liu (2004) and Zhang (2007) have pointed out their own criteria for the textbook evaluation. However, there is almost no research made from the perspective of comparing the English textbooks designed at home and abroad. Two versions of textbooks are adopted in this research. One is New Standard English which is designed domestically and widely used in Chinese high schools, the other one is New English Files which is designed by the UK. In addition, this research is based on Byram’s textbook evaluation system. According to the research, the author finds out that both two versions of textbooks involve Byram’s eight classifications of cultural contents. However the proportions of cultural contents in the two versions of textbooks are different. Also, their emphases are not the same. English textbooks designed at home focus more on national history, such as the industrial revolution and Olympic Games. By contrast, foreign textbooks emphasize more on social interaction and daily life, such as text emotions and how to get along with friends which are situations easy to meet in life. This research is different from other related research because of the comparison of the textbooks designed at home and abroad. According to this research, we can find out the problems of our English textbooks and the parts we need to improve. Besides, we can also recognize the interesting contents in foreign textbooks. They can be used as reference of additional learning material in Chinese highs schools. The author hopes that this research can bring some positive influence to the English education in China. Key words：English textbooks；cultural contents；Michael Byram’s theory；textbook evaluation; intercultural teaching CONTENTS 中文摘要 iii ABSTRACT iv ACKNOWLEDGEMENTS vi DECLARATION vii Chapter1 Introduction 1 Chapter2 Literature Review 3 2.1 Culture’s Classification on Textbook Evaluation System 3 2.2 Theoretical Studies on Textbook Evaluation System 6 2.3 Culture Teaching on Textbook Evaluation System 8 2.4 Summary 8 Chapter3 Research Methods 10 3.1 Research Questions 10 3.2. Research Instruments 10 3.3 Data Collection 11 3.4 Data Analysis 11 Chapter4 Results and Discussions 12 4.1 New Standard English 12 4.2 New English Files 13 4.3 The Comparison 15 4.4 The Proof to the Reliability of the Conclusions 16 Chapter 5 Conclusion 18 BIBLIOGRAPHY 19 APPENDIX 20 |
