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
Trang 1VIETNAM 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
Trang 2VIETNAM 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
Trang 3DECLARATION
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
Trang 4
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 5LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 6ACKNOWLEDGEMENTS
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 thal T 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
Trang 7ACKNOWLEDGEMENTS
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 thal T 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
Trang 8PART 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
Trang 9ABSTRACT
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
Trang 10ACKNOWLEDGEMENTS
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 thal T 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
Trang 11
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 12PART 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
Trang 13teaching 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”
2 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 It also examines
the appropriateness of culture in the textbook with the Hnglish teaching and learning
context al EPU Finally, this study hopes lo investigale the ways lo help students gain
English more effectively and give some useful suggestions for changing textbooks in the future To achieve these aims, two following research questions will be answered
inthe end of this thesis:
- Is the content of the course book inclined to Anglo-Saxon based content or
global based content?
- What is a cultural course book conlont perceived by the firsk year non-English
major students and teachers at Llectric Power University?
3 Significance
The findings of the thesis will be useful not only to the researcher, but also to the
tcaching staff and the first yoar non-English major students at Electric Power University In addition, the results of the study may be considered as a foundation
towards improving the quality of toaching and learning English as an international
Trang 14ABSTRACT
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
Trang 151.1 Course books in Language ‘Teaching and Learnin
1.1.1 Definitions of course book, text book and material
1.1.2 Characteristics of a course book
1.2 Culture in course books
1.2.1 What is culture?
1.2.2 Culture in course book:
13 The role of culture in language learning and teaching
1.4.2 Purposes and the importance of course book evaluation - 13
15 Summary
Trang 16PART 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
Trang 17PART 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
Trang 18teaching 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”
2 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 It also examines
the appropriateness of culture in the textbook with the Hnglish teaching and learning
context al EPU Finally, this study hopes lo investigale the ways lo help students gain
English more effectively and give some useful suggestions for changing textbooks in the future To achieve these aims, two following research questions will be answered
inthe end of this thesis:
- Is the content of the course book inclined to Anglo-Saxon based content or
global based content?
- What is a cultural course book conlont perceived by the firsk year non-English
major students and teachers at Llectric Power University?
3 Significance
The findings of the thesis will be useful not only to the researcher, but also to the
tcaching staff and the first yoar non-English major students at Electric Power University In addition, the results of the study may be considered as a foundation
towards improving the quality of toaching and learning English as an international
Trang 19teaching 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”
2 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 It also examines
the appropriateness of culture in the textbook with the Hnglish teaching and learning
context al EPU Finally, this study hopes lo investigale the ways lo help students gain
English more effectively and give some useful suggestions for changing textbooks in the future To achieve these aims, two following research questions will be answered
inthe end of this thesis:
- Is the content of the course book inclined to Anglo-Saxon based content or
global based content?
- What is a cultural course book conlont perceived by the firsk year non-English
major students and teachers at Llectric Power University?
3 Significance
The findings of the thesis will be useful not only to the researcher, but also to the
tcaching staff and the first yoar non-English major students at Electric Power University In addition, the results of the study may be considered as a foundation
towards improving the quality of toaching and learning English as an international
Trang 20PART 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
Trang 21ABSTRACT
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
Trang 22ABSTRACT
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
Trang 23PART 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
Trang 24ACKNOWLEDGEMENTS
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 thal T 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
Trang 25
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 26LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 27ABSTRACT
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
Trang 28ACKNOWLEDGEMENTS
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 thal T 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
Trang 29
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 30
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 311.1 Course books in Language ‘Teaching and Learnin
1.1.1 Definitions of course book, text book and material
1.1.2 Characteristics of a course book
1.2 Culture in course books
1.2.1 What is culture?
1.2.2 Culture in course book:
13 The role of culture in language learning and teaching
1.4.2 Purposes and the importance of course book evaluation - 13
15 Summary
Trang 32LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 33LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 34
2.2 Descriptions on the course book
2.3 Data collection methn
2.4 Data collection instruments
2.5 Data analysis procedures
2.6 Summary
CHAPTER 3: THE STUDY
3.1 Questionaire for student:
3.2 Interview for teachers
3.3 Document Analysis for the course books
3.3.1 Cultwally oriented activities in the course book
3.3.2 The representation of kinds of culture in the course book 33
3.4 Discussion
3 Limitations of the study
4 Suggestions for further research 1
Trang 35LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 36LIST OF ABBREVIATIONS, FIGURES AND TABLES
ABBREVIATIONS
FIGURES AND TABLES
Figure 1.2.1: Four Senses of Culture
Figure 3.1.2; Students’ opinions about teachers’ frequencies teaching Lnglish
integrated into culture in English classroom
Figure 3.1.3: Students’ opinions about the culture representation in the course book
Figure 3.1.5: Students’ opinions about the order of the appearance of kinds of culture
inthe course book
Figure 3.1.6: Students’ opinions about preferred kinds of culture to learn
Table 3.1.1: Students’ opinions about learning English integrated into culture
Table 3.1.4: Students’ opinions about the kinds of culture presented in the course book
‘Table 3.1.7; Students’ opinions about some difficulties of learning Unglish integrated
into culture
'Table 3.3.1: Frequency and percentage of the cultural activities in the textbook
Table 3.3.2: Frequency and percentage of Anglo-Saxon culture and global culture in
the textbook
‘Table 3.3.3: ‘Ihe presence of Anglo-Saxon culture in the textbook
Table 3.3.4: The presence of global culture in the textbook
Trang 37ABSTRACT
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