VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRAN THI HAT A CROSS-CULTURAL ANALYSIS OF ENGLISH TEXTBOOK FOR GRADE 11 AND SUGGESTIONS OF SUPPLEMENTARY ACTIVITIES FOR STUDENTS’ CROSS-CLLTURAL AWARENESS PHIÂN TÍCH SÁCH GIÁO KIEOA TIẾNG ANIELOP 11 TU KITiA CANTI GTAO VAN TIOA VA DE XUAT CAC HOAT BONG BO TRO DE PHAT TRIEN NHAN THUC GIAO VAN HÓA CỦA HỌC SINH M. MINOR PROGRAMME THESIS. Field: English Teaching Methodology Codc: 60.111 HANOI—2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRAN THI HAI A CROSS-CULTURAL ANALYSIS OF ENGLISIT TEXTBOOK FOR GRADE 11 AND SUGGESTIONS OF SUPPLEMENTARY ACTIVITIES FOR STUDENTS’ CROSS-CULTURAL AWARENESS PHÂN TÍCH SÁCH GIAO KHOA TIFNG ANH LỚP 11 TỪ KHÍA CANE GIÁO VĂN HÓA VÀ ĐÈ XUẤT CAC HOAT BONG BO TRG DE PHAT TRIEN NHAN THUC GIAO VAN HÓA CỦA HỌC SINH M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.
Nguyén Quang, Ph. HANOI - 2014 DECLARATION Thereby certify that the minor thesis entitled: “A cross-cultural analysis of English textbook for grade 11 and suggestions of supplementary activities tor students’ cross-cultural awareness” is the resull of my own work for the degree of Master of Arts lish Language Teaching Methodology at the Faculty of Post-Graduate Studies, Universily of Languages and International Studies, Vietnam National University, Hanoi and this thesis is the total fulfillment of the requirements for the degree of Master of Arts. Ihave provided fully documented zeterences to the work of others. The material in this thesis has not been submitted for any other university or institution wholly and partially Hanoi, 2014 Trần Thi Hai PART A.
Rationale of the study Vista Is been a member of World Trade Organivation (WTO) sincs 2006. This integration is both opportunity and challange. Thanks lo this decision, Vietnamese people are casy to sock a jab and gain higher salay. Tt, however, requires Iabour sowee with high level and effective communication in an intemational language.
In order to understand each other, people need to understand not only each other’s language, but also each othet’s culture. This can open the door to better intemational understanding and ensure peaceful relations between nations. Language and culture are interdependent and interactional. Language may reflect many factors of cullure and cultwws affeets the way language is used in tum, As Bremberk (1977:14) states “lu know anollx’s language and not his cultwe is a very good way to make a fluent fool of one’s self”, Thus, leaming culture is obviously a vital factor for Vietnamese students for success in communication because second language learmng is second culture leaming.
Without the study of culture, foreign language instruction is inaccurate and incomplete, In modem. ELIYSLY materials, texthook editors rightly emphasize the close relationship between leaming a language and leaming its culture. It is suggested that just Tearing four skills (spedking, listening, reading and writing) may cause the iraproper understanding of the memings ofa language In 2006, a new cuniculum which defines Fngtish as a compulsory subject, is “instrumental to the access of world science and technology as well as world cultures” was developed by Ministry of Education and ‘Training (MOET, 2006). MOET designed new English textbooks for high schools to foster students’ four skills and provide students with overall knowledge of English-speaking countries, their people and cullures in 2002.
One of the objectives of English teaching and loarting is 10 cnbanec shunts’ cross-cultural awareness. Since their wation-wids inoplewertation in the school year 2007-2008, a great deat of rescarch have been ABBREVIATIONS ELT: foreign language teaching SLT’: second language teaching iv ACKNOWLEDGMENTS This research paper would not have been completed without the help of many people to whom I would like to express my deep gratitude. First and foremost, 1 would like to express my deepest gratitude to Prof. Nguyen Quang, PhD.
my supervisor, for his wholehearled support, his precious knowledge, assistance, consideration and cucouragement during the process uf writing and completing the thesis. 1 wish to take this opportunity to cxpress my heart felt thanks to the lecturers of the Faculty ot Post - Graduate Studies who help me a lot during the Master Course. Last but not least, | owe my parents and my husband their continuous support. ‘Their patience and love have helped me go beyond what sometimes looks like an insurmountable task.
Influence of factors the choice of act ics when (cuching culture to Grade 11 students in Vietnam. Supplementary activities for developing Grade 11 students’ crass-cultural awareness in Vietnam. Summary of main findings. Implications and recommendation.
Limitations of the study and suggestions for further research. 33 TABLE OF CONTENTS PART A. Rationale of the atudy. Objectives of the study.
Scope of the study. Methods of the study 6. Structure of the study. Foreign language textbooks and treatment of culuaral content.
LLL Classification of cultural content in foreign language textbooks. Cultural topics and categories in foreign language textbooks. LLB Checklists for anabzing the cultural dimension m foreign language textbooks. Culture teaching in foreign language teaching.
Principles for culture teaching. £22 Common approaches to the teaching of enlture.21, The mona-culire approach 1.22 Other approaches CHAPTER 2.1, Material under analysis. Data callection procedures. Checklists for the cross-cultural analysis in the study.
FINDINGS AND DISCUSSIONS. TABLE OF CONTENTS PART A. Rationale of the atudy. Objectives of the study.
Scope of the study. Methods of the study 6. Structure of the study. Foreign language textbooks and treatment of culuaral content.
LLL Classification of cultural content in foreign language textbooks. Cultural topics and categories in foreign language textbooks. LLB Checklists for anabzing the cultural dimension m foreign language textbooks. Culture teaching in foreign language teaching.
Principles for culture teaching. £22 Common approaches to the teaching of enlture.21, The mona-culire approach 1.22 Other approaches CHAPTER 2.1, Material under analysis. Data callection procedures. Checklists for the cross-cultural analysis in the study.
FINDINGS AND DISCUSSIONS. Rationale of the study Vista Is been a member of World Trade Organivation (WTO) sincs 2006. This integration is both opportunity and challange. Thanks lo this decision, Vietnamese people are casy to sock a jab and gain higher salay.
Tt, however, requires Iabour sowee with high level and effective communication in an intemational language. In order to understand each other, people need to understand not only each other’s language, but also each othet’s culture. This can open the door to better intemational understanding and ensure peaceful relations between nations. Language and culture are interdependent and interactional.
Language may reflect many factors of cullure and cultwws affeets the way language is used in tum, As Bremberk (1977:14) states “lu know anollx’s language and not his cultwe is a very good way to make a fluent fool of one’s self”, Thus, leaming culture is obviously a vital factor for Vietnamese students for success in communication because second language learmng is second culture leaming. Without the study of culture, foreign language instruction is inaccurate and incomplete, In modem. ELIYSLY materials, texthook editors rightly emphasize the close relationship between leaming a language and leaming its culture. It is suggested that just Tearing four skills (spedking, listening, reading and writing) may cause the iraproper understanding of the memings ofa language In 2006, a new cuniculum which defines Fngtish as a compulsory subject, is “instrumental to the access of world science and technology as well as world cultures” was developed by Ministry of Education and ‘Training (MOET, 2006).
MOET designed new English textbooks for high schools to foster students’ four skills and provide students with overall knowledge of English-speaking countries, their people and cullures in 2002. One of the objectives of English teaching and loarting is 10 cnbanec shunts’ cross-cultural awareness. Since their wation-wids inoplewertation in the school year 2007-2008, a great deat of rescarch have been TABLE OF CONTENTS PART A. Rationale of the atudy.
Objectives of the study. Scope of the study. Methods of the study 6. Structure of the study.
Foreign language textbooks and treatment of culuaral content. LLL Classification of cultural content in foreign language textbooks. Cultural topics and categories in foreign language textbooks. LLB Checklists for anabzing the cultural dimension m foreign language textbooks.
Culture teaching in foreign language teaching. Principles for culture teaching. £22 Common approaches to the teaching of enlture.21, The mona-culire approach 1.22 Other approaches CHAPTER 2.1, Material under analysis. Data callection procedures.
Checklists for the cross-cultural analysis in the study. FINDINGS AND DISCUSSIONS. TABLE OF CONTENTS PART A. Rationale of the atudy.
Objectives of the study. Scope of the study. Methods of the study 6. Structure of the study.
Foreign language textbooks and treatment of culuaral content. LLL Classification of cultural content in foreign language textbooks. Cultural topics and categories in foreign language textbooks. LLB Checklists for anabzing the cultural dimension m foreign language textbooks.
Culture teaching in foreign language teaching. Principles for culture teaching. £22 Common approaches to the teaching of enlture.21, The mona-culire approach 1.22 Other approaches CHAPTER 2.1, Material under analysis. Data callection procedures.
Checklists for the cross-cultural analysis in the study. FINDINGS AND DISCUSSIONS. ABBREVIATIONS ELT: foreign language teaching SLT’: second language teaching iv ABBREVIATIONS ELT: foreign language teaching SLT’: second language teaching iv PART A. Rationale of the study Vista Is been a member of World Trade Organivation (WTO) sincs 2006.
This integration is both opportunity and challange. Thanks lo this decision, Vietnamese people are casy to sock a jab and gain higher salay. Tt, however, requires Iabour sowee with high level and effective communication in an intemational language. In order to understand each other, people need to understand not only each other’s language, but also each othet’s culture.
This can open the door to better intemational understanding and ensure peaceful relations between nations. Language and culture are interdependent and interactional. Language may reflect many factors of cullure and cultwws affeets the way language is used in tum, As Bremberk (1977:14) states “lu know anollx’s language and not his cultwe is a very good way to make a fluent fool of one’s self”, Thus, leaming culture is obviously a vital factor for Vietnamese students for success in communication because second language learmng is second culture leaming. Without the study of culture, foreign language instruction is inaccurate and incomplete, In modem.
ELIYSLY materials, texthook editors rightly emphasize the close relationship between leaming a language and leaming its culture. It is suggested that just Tearing four skills (spedking, listening, reading and writing) may cause the iraproper understanding of the memings ofa language In 2006, a new cuniculum which defines Fngtish as a compulsory subject, is “instrumental to the access of world science and technology as well as world cultures” was developed by Ministry of Education and ‘Training (MOET, 2006). MOET designed new English textbooks for high schools to foster students’ four skills and provide students with overall knowledge of English-speaking countries, their people and cullures in 2002. One of the objectives of English teaching and loarting is 10 cnbanec shunts’ cross-cultural awareness.
Since their wation-wids inoplewertation in the school year 2007-2008, a great deat of rescarch have been ABSTRACT ‘This study was intended to examine the cultural content presented in English fexthook for Grade 11 and suggest some activities for raising siudenls cross cultural awareness. To achieve the above mentioned objective, the research based on quantitative methods was conducted in order to give a brief account of how culture is treated according to the modified checklists designed by Cortazzi and Jin, Hirsch et al. and Chastain 'The main findings of the research were as follows: (1) the textbook can be classified as an international target culture textbook in which students are exposed to varivus kinds of cultures such as world culluc, informational culture and Vietnamese culture, (2) the textbock reveals elements of cross-cultural comparison that promote students’ cross-cultural awareness, (3) the research suggests some supplementary activities among a number of activities used for culture teaching in classrooms that may be used to develop students’ cross-cultural awareness.
