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研究生: 陳宇亭
Chen, Yu-Ting
論文名稱: 台灣高中英語教科書之文化內容分析
An Analysis of Cultural Contents in Taiwan Senior High School English Textbooks
指導教授: 李宜倩
Lee, Yi-Chien
口試委員: 李宜倩
Lee, Yi-Chien
吳美貞
Wu, Mei-Chen
陳薇文
Chen, Wei-Wen
口試日期: 2023/06/27
學位類別: 碩士
Master
系所名稱: 英語學系英語教學碩士在職專班
Department of English_In-service Teacher Master's Program of Teaching English as A Second Language
論文出版年: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 44
中文關鍵詞: 英語教科書高中英語教科書文化內容教科書分析
英文關鍵詞: English textbooks, Senior-high school ELT textbooks, Cultural content, Textbooks analysis
研究方法: 內容分析法
DOI URL: http://doi.org/10.6345/NTNU202301429
論文種類: 代替論文:專業實務報告(專業實務類)
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  • 全球化時代,英語學習已經超越了單純的語言學習,培養學習者跨文化能力成為了重要的一環。根據十二年國民基本教育課程綱要,培養學生的文化理解能力是英語教學的重要目標之一,而台灣的英語教學主要以教科書為主, 因此教科書在英語教學中具有至關重要的地位,其中的文化內容除了涵蓋英語為母語的國家,也應包含本地和國際的文化知識。本研究探討分析新課綱龍騰版高中英語三冊教科書中文化內容的分佈, 採內容分析法分析資料,評量依據為趙子嘉(2011)的文化種類。
    本研究結果顯示:文化種類在冊別中的分佈為,無特定文化佔比最多;其次為其他國家文化、英美文化;中華文化佔比最少。其在課次中的分佈為,圖片佔比最多;閱讀與聽力涵蓋的文化比例相當。關於跨文化內容,僅有少部分的比例存在。
    整體而言,本地文化與跨文化內容在各方面的呈現明顯不足。
    最後,根據本研究結果,研究者針對高中英語教師以及出版社提出建議。

    In the era of globalization, English learning has surpassed mere language acquisition and has become an important component in developing learners’ cross-cultural competence. According to the Twelve-Year Basic Education Curriculum Guidelines, cultivating students’ cultural understanding is one of the key objectives in English teaching. In Taiwan, English teaching mainly relies on textbooks, making them crucial in the language learning process. The content of these textbooks should cover not only English-speaking countries but also native and international cultural knowledge.
    This study examines and analyzes the distribution of cultural content in the three volumes of Lungteng English textbooks, based on the New Curriculum Guidelines. Content analysis is employed, with classification criteria adapted from Chao (2011).
    The findings reveal that the distribution of cultural types in the textbooks is dominated by “Universality Across Culture (UC)”, followed by “International Culture (IC)” and “Target culture (TC)”, while “Source Culture (SC)” is the least represented. In terms of textbook sections, Pictures account for the highest proportion, while Reading and Listening cover cultural content to a similar extent. However, there’s a limited proportion of content related to “Intercultural Interaction”.
    Overall, the presentation of SC and ICI is noticeably insufficient in various aspects.
    Lastly, based on the findings, the researcher provides some suggestions for high school English teachers and textbooks publishers.

    CHAPTER ONE INTRODUCTION 1 Background and Motivation 1 Purpose of the Study 4 Significance of the Study 4 CHAPTER TWO LITERATURE REVIEW 5 Culture and Language 5 Culture in Language Teaching 7 Role of Textbooks 9 Frameworks for Evaluating Cultural Content in ELT Textbook 10 Cortazzi & Jin’s model (1999) 10 Chao’s model (2011) 10 Studies on ELT Textbooks Cultural Contents Evaluation 11 CHAPTER THREE METHODOLOGY 13 Materials 13 Coding Scheme 17 The process of coding18 Data Analysis 20 CHAPTER FOUR RESULTS 22 Cultural Content in Lungteng ELT Textbooks 22 Cultural Content in Lungteng Textbooks Sections 23 Summary of Cultural Content in Lungteng ELT Textbooks 27 Textbook Activities for Intercultural Interaction 27 Summary of Textbook Activities in Lungteng Textbooks 29 CHAPTER FIVE DISCUSSION AND CONCLUSION 30 Cultural Content in Lungteng Textbooks 30 Textbooks Activities for Intercultural Interaction 33 Implications 34 Limitations of the Study 35 Suggestions for Future Research 36 References 37 Appendixes 41 Appendix A雙北地區45間高中111學年度英文課本使用之版本統計 41 Appendix B 龍騰英文課本課次表 43

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