EVALUATION ON ENGLISH LANGUAGE TEACHING TEXTBOOKS AT CHINESE COLLEGES FROM INTER-CULTURE PERSPECTIVE

Abstract

This study aimed to evaluate whether the existing college English textbook can meet the increasing demand for cultivating college students’ intercultural competence. There were 10 teachers with rich college English language teaching experience that assessed the design of the intercultural content in the current textbook by using a checklist at first. After that, they were invited to participate in an interview to explore their deeper views on the textbook. The results of both the assessment and the interviews showed that the existing textbooks were clearly inadequate in terms of their coverage of "intercultural" content. Even if one can acquire some intercultural knowledge, the content often lacks depth, generality, and clarity. Moreover, the teachers lack professional guidance to apply intercultural content in their daily teaching process. The findings recommend the implementation of more suitable and professional teaching models to counterbalance the textbook's irrational intercultural content design.