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A Survey on Chinese Elements of English Textbooks in Senior High School

Received: 22 June 2020     Accepted: 14 July 2020     Published: 4 August 2020
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Abstract

In order to help senior middle school students and teachers have a better understanding of Chinese elements in the New Senior English for China (2017) (shortened as NSEFC) textbooks, and help teachers to increase their cultural awareness in English teaching and cultivate students’ cultural competence, this study analyzes the content, presentation forms and types of Chinese elements in NSEFC textbooks and takes survey research of questionnaires for students and teachers in two senior high schools. At the same time, the in-depth interview of qualitative research, 15 experts are interviewed to explore the understanding of Chinese elements, cultural awareness and cultural expectations in teaching and learning of users of textbooks. Finally, according to the discussion, some suggestions for English textbook editors and teachers will be proposed, namely Chinese elements are not systematically presented in English textbook, and lack of well designed for different level test on traditional Chinese culture. This will promote the further improvement revision of English textbook. It can also boost students’ motivation on Chinese elements culture-related content, which is conducive to enhance their cross cultural awareness and the goal of developing students’ cultural competence.

Published in International Journal of Literature and Arts (Volume 8, Issue 4)
DOI 10.11648/j.ijla.20200804.22
Page(s) 259-271
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Chinese Elements, Textbook Evaluation, English Textbooks, Survey Research, Cultural Awareness

References
[1] Shanshan Wang. (2011). An Elaboration of the Concept of Chinese Elements. Literature Education, 08: 152.
[2] Cheng Xiaotang. (2002). English textbook analysis and design. Beijing: Foreign Language Teaching and Research Press. 15, 54-64.
[3] Gao Hao. (2012). The Study of the Introduction of Traditional Chinese Culture Elements in textbooks: Take Physics Textbooks as an Example. Journal of Shandong Normal University (Humanities and Social Sciences Edition). 04, 135-139.
[4] Karen, Risager. (2009). Language and culture Pedagogy: From a National to a Translation Paradigm. The Modern Language Journal, 93 (2), 307-308.
[5] Qian Wang. (2015). Study on the New Model of College English Teaching under the Setting of Multimodality. Universal Journal of Educational Research, 08: 473-477.
[6] Ma Yanming. (2015). The System Composition of the Chinese Element and Related Problems. The big view of advertising. 10, 13-15.
[7] Cui Yiqing. (2010). The Interpretation of the Traditional Chinese Culture Elements in University English Textbooks. Journal of Shenyang Agricultural University (Social Science Edition). 01, 78-81.
[8] Hu Dingrong. (2013). Textbook analysis: Elements, relationships and organizational principles. Curriculum, Teaching Materials and Method, 02: 17-22.
[9] Gao Lingbiao. (2001). The Analysis Model and Category of textbook. Curriculum, Teaching Materials and Method, 03: 1-5.
[10] Hong Li. (2012). Application of the Multimodal Discourse Analysis Theory to the Teaching of College English Listening and Speaking. IERI Procedia, 02: 319-324.
[11] Qiao Ailing. (2002). Macroscopic and Microcosmic Design Evaluation of Foreign Language Textbooks. Shandong Foreign Language Teaching. 03: 75-77.
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[13] Cunningsworth, A. (2002). Choosing Your Coursebook. Shanghai: Foreign Language Education Press. 102-136.
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  • APA Style

    Bin Lu, Yirong Wang. (2020). A Survey on Chinese Elements of English Textbooks in Senior High School. International Journal of Literature and Arts, 8(4), 259-271. https://doi.org/10.11648/j.ijla.20200804.22

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    ACS Style

    Bin Lu; Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int. J. Lit. Arts 2020, 8(4), 259-271. doi: 10.11648/j.ijla.20200804.22

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    AMA Style

    Bin Lu, Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int J Lit Arts. 2020;8(4):259-271. doi: 10.11648/j.ijla.20200804.22

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  • @article{10.11648/j.ijla.20200804.22,
      author = {Bin Lu and Yirong Wang},
      title = {A Survey on Chinese Elements of English Textbooks in Senior High School},
      journal = {International Journal of Literature and Arts},
      volume = {8},
      number = {4},
      pages = {259-271},
      doi = {10.11648/j.ijla.20200804.22},
      url = {https://doi.org/10.11648/j.ijla.20200804.22},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20200804.22},
      abstract = {In order to help senior middle school students and teachers have a better understanding of Chinese elements in the New Senior English for China (2017) (shortened as NSEFC) textbooks, and help teachers to increase their cultural awareness in English teaching and cultivate students’ cultural competence, this study analyzes the content, presentation forms and types of Chinese elements in NSEFC textbooks and takes survey research of questionnaires for students and teachers in two senior high schools. At the same time, the in-depth interview of qualitative research, 15 experts are interviewed to explore the understanding of Chinese elements, cultural awareness and cultural expectations in teaching and learning of users of textbooks. Finally, according to the discussion, some suggestions for English textbook editors and teachers will be proposed, namely Chinese elements are not systematically presented in English textbook, and lack of well designed for different level test on traditional Chinese culture. This will promote the further improvement revision of English textbook. It can also boost students’ motivation on Chinese elements culture-related content, which is conducive to enhance their cross cultural awareness and the goal of developing students’ cultural competence.},
     year = {2020}
    }
    

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  • TY  - JOUR
    T1  - A Survey on Chinese Elements of English Textbooks in Senior High School
    AU  - Bin Lu
    AU  - Yirong Wang
    Y1  - 2020/08/04
    PY  - 2020
    N1  - https://doi.org/10.11648/j.ijla.20200804.22
    DO  - 10.11648/j.ijla.20200804.22
    T2  - International Journal of Literature and Arts
    JF  - International Journal of Literature and Arts
    JO  - International Journal of Literature and Arts
    SP  - 259
    EP  - 271
    PB  - Science Publishing Group
    SN  - 2331-057X
    UR  - https://doi.org/10.11648/j.ijla.20200804.22
    AB  - In order to help senior middle school students and teachers have a better understanding of Chinese elements in the New Senior English for China (2017) (shortened as NSEFC) textbooks, and help teachers to increase their cultural awareness in English teaching and cultivate students’ cultural competence, this study analyzes the content, presentation forms and types of Chinese elements in NSEFC textbooks and takes survey research of questionnaires for students and teachers in two senior high schools. At the same time, the in-depth interview of qualitative research, 15 experts are interviewed to explore the understanding of Chinese elements, cultural awareness and cultural expectations in teaching and learning of users of textbooks. Finally, according to the discussion, some suggestions for English textbook editors and teachers will be proposed, namely Chinese elements are not systematically presented in English textbook, and lack of well designed for different level test on traditional Chinese culture. This will promote the further improvement revision of English textbook. It can also boost students’ motivation on Chinese elements culture-related content, which is conducive to enhance their cross cultural awareness and the goal of developing students’ cultural competence.
    VL  - 8
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    ER  - 

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Author Information
  • School of Management, Shinawatra University, Bangkok, Thailand

  • School of Foreign Languages, Luoyang Normal University, Luoyang, China

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