VIETNAM NATIONAL UNIVERSITY, IIANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES PIIAM TIM WAI YEN ANGLO-SAXON BASED OR GLOBAL BASED CONTENT: AN EVALUATION OF THE COURSE BOOK NEW ENGLISH FILE PRE- INTERMEDIATE TOR FIRST YEAR NON- ENGLISII MAJOR STUDENTS AT ELECTRIC POWER UNIVERSITY (ĐIÊM VE NOL DUNG CUGN G1A0 TRINIT NEW ENGLISH FILE PRE- INTERMEDIATE DÀNH CHO SINH VIÊN KHONG CHUYEN NAM THU NHAT TRUGNG DAI HOC BIEN LIC THEO NOI DUNG DINH HUGNG ANH MY HOAC DINH HUONG TOAN CAT) MLA. MINOR PROGRAMME THESIS Ficld: English ‘caching Mcthodology Code: 60140111 TRanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES LTY OF POST- GRADUATE STUDIES PIIAM TI WAI YEN ANGLO-SAXON BASED OR GLOBAL BASED CONTENT: AN EVALUATION OF THE COURSE BOOK NEW ENGLISH FILE PRE- INTERMEDIATE FOR FIRST YEAR NON- ENGLISII MAJOR STUDENTS AT ELECTRIC POWER UNIVERSITY (ITEM VE NOT DUNG CUON GIAO TRINIT NEW ENGLISII FILE PRE_ INTERMEDIATE DÀNH CHO SINH VIÊN KHÔNG CHUY ÊN NĂM THỨ NHẬT TRƯỜNG ĐẠI HỌC ĐIỆN LUC THEO NOT DUNG ĐỊNI HƯỚNG ANTT MỸ HOẶC ĐỊNH TƯỜNG TOÁN CÀI) MLA. MINOR PROGRAMME THESIS Wield: English Teaching Mcthodology Code: 60140111 Supervisor: Dr. Ngo Hữu Huàng Hanoi, 2014 DECLARATION T cerify my authorship of the minor thess entitled “Anglo-Saxon based or global based content: an evaluation of the course book New English File Pre- Intermediate for first year non-English major students at Electric Pawer University” in tenns of the statement of requirements for the thesis and the field study reports in Masters’ programs is the result of my own work, except where otherwise acknowledged and that this minor thesis or any parls of the same had not been submitted for a higher degree to any other universities or institution.
I agree that the origin of my paper deposited in the library can be accessible for the purposes of study and research, Hanoi, 2014 Pham Thị Hải Yến CHAPTER 2: METHODOLOGY 2.1 Research settings, participants, participant selection methods.2 Participants and participant selection methods.2 Descriptions on the course book.3 Data collection methn 2.4 Data collection instruments.5 Data analysis procedures. CHAPTER 3: THE STUDY.1 Questionaire for student: 3.2 Interview for teachers.3 Document Analysis for the course books.1 Cultwally oriented activities in the course book 3. The representation of kinds of culture in the course book 33 3.5 Summary PART C: CONCLUSION 38 1. Limitations of the study 4.
Suggestions for further research. 1 REFERENCES Tre - 42 APPFNDIX 1 I E7 ca. ¥ APPENDIX 3 - VI vi LIST OF ABBREVIATIONS, FIGURES AND TABLES ABBREVIATIONS ELL Lnglish as an International Language ELT English Learning and Teaching EPU Eleotie Power Ủniversily NEF Pre ‘New English Pile Pre-Intermediate % Percentage FIGURES AND TABLES Figure 1.1: Four Senses of Culture Figure 3.2; Students’ opinions about teachers’ frequencies teaching Lnglish integrated into culture in English classroom.3: Students’ opinions about the culture representation in the course book Figure 3.5: Students’ opinions about the order of the appearance of kinds of culture inthe course book Figure 3.6: Students’ opinions about preferred kinds of culture to learn Table 3.1: Students’ opinions about learning English integrated into culture Table 3.4: Students’ opinions about the kinds of culture presented in the course book ‘Table 3.7; Students’ opinions about some difficulties of learning Unglish integrated into culture 'Table 3.1: Frequency and percentage of the cultural activities in the textbook Table 3.2: Frequency and percentage of Anglo-Saxon culture and global culture in the textbook ‘Table 3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook Table 3.4: The presence of global culture in the textbook ACKNOWLEDGEMENTS First and foremost, I would like to express my grea. gratitude and indebtedness to my supervisor Dr.
Ngo Huu Hoang for his careful instructions, valuable advice and inspiration during the pracess of this research. My sincere thanks also go to all the English lecturers at the Faculty of Post- Graduate Studies for providing me useful lectures and suggestions that have helped me much in my study 1 would like to take this opportunity to extend my deep appreciation to mv colleagues and students at Electric Power University for their cooperation and support so thalT could complete my necessary data collection for the research. Finally, { wish to thank my family and friends, who have always been by my side to encourage and support me throughout my study. Without their help and encouragement.
I could not have compleled (his thesis ACKNOWLEDGEMENTS First and foremost, I would like to express my grea. gratitude and indebtedness to my supervisor Dr. Ngo Huu Hoang for his careful instructions, valuable advice and inspiration during the pracess of this research. My sincere thanks also go to all the English lecturers at the Faculty of Post- Graduate Studies for providing me useful lectures and suggestions that have helped me much in my study 1 would like to take this opportunity to extend my deep appreciation to mv colleagues and students at Electric Power University for their cooperation and support so thalT could complete my necessary data collection for the research.
Finally, { wish to thank my family and friends, who have always been by my side to encourage and support me throughout my study. Without their help and encouragement. I could not have compleled (his thesis PART A: INTRODUCTION 1. Rationale Today, English is considered as an internalional language, and more and more people use it for a variety of specific purposes.
As a result, choosing methodologies, cultures, and models to teach English as a global language, not a normal language, is not an easy issue. McKay (2002) states that “it is imperative we examine what goals and approaches in English language teaching are appropriate for the various kinds of EI, users.” This leads to that i is compheated and difficult for desigsung suitable course books. In Vietnam, a British or American textbook tends to be chosen in KLT, but its contents mostly relate to native English speaking cultures, which is not appropriate for leaching BIL. In addition, whenever it comes to language, culture is always mentioned with it because language and culture are so closely linked that any change within culmre is reflected in the language and vice versa.
As a result, the aspects of language arc expressed through the cultural content in course books An assumption is given that if a textbook is composed by nalive speakers, ils orienlation of content is Anglo-Saxon based content. McKay (2002) points out that “Currently, many KL materials use cultural topics related to native English-speaking countries on the grounds that Icaming English should entail knowledge of native English speaking cultures”. In the article English as culture action, Prodromou (1988) also shows that one of the reasons why students are not motivated by culture learning is that the way of presenting culture in many ELI textbooks. He maintained that “globally designed textbooks have continued to be stubbornly Anglo-centric.
They have not gone far in recognizing English as an international language either”. At Electric Power University, the course book New English File Pre- Intermediate written by Clive Oxenden, Christina Latham Koeing and Paul Seligson and published by Oxford is used for first year non-English major students. While 1 ABSTRACT This sludy aims al examining whellter Anglo-Saxon culture or global culture is disseminated in the course book New English File Pre-Intermediate. The data are collected by using survey questionnaire, interview and document analysis.
150 first year non-Fnglish major students and S$ lecturers al Fleckie Power Universily are employed as participants. ‘he content of the afore-mentioned course book is analyzed to extract all the possible kinds of culture included in each module. The study finds that both Anglo Saxon culture and global culture are embedded in the course book; however, the former is more predominant than the latter. Based on those findings, the study provides some suggestions for teachers as well as students to improve the quality of teaching and learning English as an international language ACKNOWLEDGEMENTS First and foremost, I would like to express my grea.
gratitude and indebtedness to my supervisor Dr. Ngo Huu Hoang for his careful instructions, valuable advice and inspiration during the pracess of this research. My sincere thanks also go to all the English lecturers at the Faculty of Post- Graduate Studies for providing me useful lectures and suggestions that have helped me much in my study 1 would like to take this opportunity to extend my deep appreciation to mv colleagues and students at Electric Power University for their cooperation and support so thalT could complete my necessary data collection for the research. Finally, { wish to thank my family and friends, who have always been by my side to encourage and support me throughout my study.
Without their help and encouragement. I could not have compleled (his thesis CHAPTER 2: METHODOLOGY 2.1 Research settings, participants, participant selection methods.2 Participants and participant selection methods.2 Descriptions on the course book.3 Data collection methn 2.4 Data collection instruments.5 Data analysis procedures. CHAPTER 3: THE STUDY.1 Questionaire for student: 3.2 Interview for teachers.3 Document Analysis for the course books.1 Cultwally oriented activities in the course book 3. The representation of kinds of culture in the course book 33 3.5 Summary PART C: CONCLUSION 38 1.
Limitations of the study 4. Suggestions for further research. 1 REFERENCES Tre - 42 APPFNDIX 1 I E7 ca. ¥ APPENDIX 3 - VI vi PART A: INTRODUCTION 1.
Rationale Today, English is considered as an internalional language, and more and more people use it for a variety of specific purposes. As a result, choosing methodologies, cultures, and models to teach English as a global language, not a normal language, is not an easy issue. McKay (2002) states that “it is imperative we examine what goals and approaches in English language teaching are appropriate for the various kinds of EI, users.” This leads to that i is compheated and difficult for desigsung suitable course books. In Vietnam, a British or American textbook tends to be chosen in KLT, but its contents mostly relate to native English speaking cultures, which is not appropriate for leaching BIL.
In addition, whenever it comes to language, culture is always mentioned with it because language and culture are so closely linked that any change within culmre is reflected in the language and vice versa. As a result, the aspects of language arc expressed through the cultural content in course books An assumption is given that if a textbook is composed by nalive speakers, ils orienlation of content is Anglo-Saxon based content. McKay (2002) points out that “Currently, many KL materials use cultural topics related to native English-speaking countries on the grounds that Icaming English should entail knowledge of native English speaking cultures”. In the article English as culture action, Prodromou (1988) also shows that one of the reasons why students are not motivated by culture learning is that the way of presenting culture in many ELI textbooks.
He maintained that “globally designed textbooks have continued to be stubbornly Anglo-centric. They have not gone far in recognizing English as an international language either”. At Electric Power University, the course book New English File Pre- Intermediate written by Clive Oxenden, Christina Latham Koeing and Paul Seligson and published by Oxford is used for first year non-English major students. While 1 teaching linglish, the researcher realizes that the course book seems to be more inclined to Anglo-Saxon based content than global based content.
The elements of Anglo-Saxon cullures are more probably dominaled in the course book (than the ones of global cultures; whereas, nowadays Hnglish is regarded as a global language. Some aforementioned reasons inspire the researcher to conduct the study titled “Anglo-Saxon based ur glubal based content: an evaluation uf the course bouk New English File Pre-Intermediate for first year non-English major students at Electric Power University”. Research Aims and research questions ‘The study is conducted with the aim of highlighting the role of Anglo- Saxon and global culture in ELT and reviewing whether the textbook New English File Pre- Intermediate is Anglo-Saxon based content or global-based content.
