Abstract
In order to help senior middle school students and teachers have a better understanding of Chinese elements in the New Senior English for China (2017) (shortened as NSEFC) textbooks, and help teachers to increase their cultural awareness in English teaching and cultivate students’ cultural competence, this study analyzes the content, presentation forms and types of Chinese elements in NSEFC textbooks and takes survey research of questionnaires for students and teachers in two senior high schools. At the same time, the in-depth interview of qualitative research, 15 experts are interviewed to explore the understanding of Chinese elements, cultural awareness and cultural expectations in teaching and learning of users of textbooks. Finally, according to the discussion, some suggestions for English textbook editors and teachers will be proposed, namely Chinese elements are not systematically presented in English textbook, and lack of well designed for different level test on traditional Chinese culture. This will promote the further improvement revision of English textbook. It can also boost students’ motivation on Chinese elements culture-related content, which is conducive to enhance their cross cultural awareness and the goal of developing students’ cultural competence.
Highlights
Chinese elements refers to images, symbols or customs customarily conceived by the majority of Chinese, condensing the spirit of the Chinese nation’s traditional culture, and embodying the dignity of the country and the interests of the nation [1]
Based on NSEFC, this paper finds out the content, presentation forms, and types of Chinese elements in NSEFC
This study puts forward that it should increase the proportion of Chinese elements and avoid the singularity of the presentation forms in English textbook, and teachers should use innovative teaching methods in classroom teaching and help students discover more Chinese elements in English textbooks on the different forms of Chinese elements, stratified sampling, with collection and revision
Summary
Chinese elements refers to images, symbols or customs customarily conceived by the majority of Chinese (including overseas Chinese), condensing the spirit of the Chinese nation’s traditional culture, and embodying the dignity of the country and the interests of the nation [1]. The Chinese elements in the textbook represent the traditional cultural spirit of the Chinese nation. English textbooks are an important tool for cultivating language skills in intercultural communication, and an important communication tool for cultural pedagogy [2]. With the new curriculum reform strengthening the cultivation of students’ cultural awareness, more and more researchers are paying attention to the cultural content in English textbook. It is urgent to investigate the characteristics of Chinese elements in English textbooks and attitudes of teachers and students, to highlight the
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