Luận văn a cross cultural analysis of english textbook for grade 11 and suggestions of supplementary activities for students’ cross cultural awareness

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

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.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Codc: 60.140.111

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.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60.140.111

Supervisor: Prof Nguyén Quang, Ph.D

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”

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 INTRODUCTION

1 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 of a 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

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.

1 Summary of main findings

2 Implications and recommendation

TABLE OF CONTENTS

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

TABLE OF CONTENTS

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

PART A INTRODUCTION

1 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 of a 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

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

TABLE OF CONTENTS

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

ABBREVIATIONS

ELT: foreign language teaching

SLT’: second language teaching

iv

ABBREVIATIONS

ELT: foreign language teaching

SLT’: second language teaching

iv

PART A INTRODUCTION

1 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 of a 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

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

‘The author hopes that the findings of the research may support teachers to adjust their cultural teaching content and help textbook editors in the next reform of Tigh school textbooks

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.

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

PART A INTRODUCTION

1 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 of a 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

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

TABLE OF CONTENTS

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

PART A INTRODUCTION

1 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 of a 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

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

‘The author hopes that the findings of the research may support teachers to adjust their cultural teaching content and help textbook editors in the next reform of Tigh school textbooks

ABBREVIATIONS

ELT: foreign language teaching

SLT’: second language teaching

iv

1 Summary of main findings

2 Implications and recommendation

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

‘The author hopes that the findings of the research may support teachers to adjust their cultural teaching content and help textbook editors in the next reform of Tigh school textbooks

TABLE OF CONTENTS

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

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.

1 Summary of main findings

2 Implications and recommendation

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

‘The author hopes that the findings of the research may support teachers to adjust their cultural teaching content and help textbook editors in the next reform of Tigh school textbooks

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

carried oul 1g svaluatz English lextbook of grade 10 as well as to find out how the textbook are actually implemented or the difficultics that tcachzrs and students have

to thee when teaching and leaming by the new textbook However, most of these studies have dealt with the teaching and learning of the four language skills which are believed to be new for both teachers and students at grade 10 and grade 11, And ong research on cross-cultural factors for grade 10 was conduxted Hence, there is stilt a lack ofrascarch on crass-cultural factors in English textbook of grade 11

For the aforementioned isasons, the author bas decided to condnet this study It is hoped that this study will help students and teachers realize cross- cultural factors which may be implicit or explicit in the textbook, contribute some immediate activities to develop students! cross-cultural awareness

2 Objectives of the study

‘This research was cartied out to serve the following objectives

‘fo identify cultural treatment and categories revealed in the textbook

To suggest supplomentary activities for Grads 11 students” eross-cullaral awaroness

so that English leaming and teaching become more interesting and cffoctivc

3 Research questions

In this research, the cross-cultural analysis of the textbook is carried ont to answer the following questions:

1 How are cultural and cross-cultural contents treated in Grade 1] English

‘Textbook? Which cultwres are represented in the nationally developed Grade 11 Lnglish textbook and to what extent?

2 What type of cultural catcgorics docs Grade 11 English textbook introduce

and to what extent?

3 What type of supplementary activities should be used to umprove Grade 11 students’ cross-cultural awareness?

PART A INTRODUCTION

1 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 of a 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

1 Rationale of the atudy

2 Objectives of the study

3 Research questions

4 Scope of the study

3 Methods of the study

6 Structure of the study

11 Foreign language textbooks and treatment of culuaral content

LLL Classification of cultural content in foreign language textbooks

£42 Cultural topics and categories in foreign language textbooks

LLB Checklists for anabzing the cultural dimension m foreign language

textbooks

1.2 Culture teaching in foreign language teaching

13.1 Principles for culture teaching

£22 Common approaches to the teaching of enlture

2.5 Checklists for the cross-cultural analysis in the study

3.1 Research question 1