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 POWER UNIVERSITY

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES - PHẠM THỊ HẢI YẾN 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 POWER UNIVERSITY (ĐIỂM VỀ NỘI DUNG CUỐN GIÁO TRÌNH NEW ENGLISH FILE PRE- INTERMEDIATE DÀNH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC ĐIỆN LỰC THEO NỘI DUNG ĐỊNH HƯỚNG ANH MỸ HOẶC ĐỊNH HƯỚNG TOÀN CẦU) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES - PHẠM THỊ HẢI YẾN 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 POWER UNIVERSITY (ĐIỂM VỀ NỘI DUNG CUỐN GIÁO TRÌNH NEW ENGLISH FILE PRE- INTERMEDIATE DÀNH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC ĐIỆN LỰC THEO NỘI DUNG ĐỊNH HƯỚNG ANH MỸ HOẶC ĐỊNH HƯỚNG TOÀN CẦU) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Ngơ Hữu Hồng Hanoi, 2014 DECLARATION I certify my authorship of the minor thesis entitled “Anglo-Saxon based or global based content: an evaluation of the course book New English File PreIntermediate for first year non-English major students at Electric Power University” in terms 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 parts 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 Phạm Thị Hải Yến i ACKNOWLEDGEMENTS First and foremost, I would like to express my great gratitude and indebtedness to my supervisor Dr Ngo Huu Hoang for his careful instructions, valuable advice and inspiration during the process of this research My sincere thanks also go to all the English lecturers at the Faculty of PostGraduate Studies for providing me useful lectures and suggestions that have helped me much in my study I would like to take this opportunity to extend my deep appreciation to my colleagues and students at Electric Power University for their cooperation and support so that I could complete my necessary data collection for the research Finally, I 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 completed this thesis ii ABSTRACT This study aims at examining whether 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-English major students and lecturers at Electric Power University are employed as participants The 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 iii LIST OF ABBREVIATIONS, FIGURES AND TABLES ABBREVIATIONS EIL English as an International Language ELT English Learning and Teaching EPU Electric Power University NEF Pre New English File Pre-Intermediate % Percentage FIGURES AND TABLES Figure 1.2.1: Four Senses of Culture Figure 3.1.2: Students’ opinions about teachers’ frequencies teaching English 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 in the 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 English 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: The presence of Anglo-Saxon culture in the textbook Table 3.3.4: The presence of global culture in the textbook iv TABLE OF CONTENTS DECLARATION………………………………………………………………… i ACKNOWLEDGEMENTS………………………………………………………… ii ABSTRACT……………………………………………………………………… iii LIST OF ABBREVIATIONS, FIGURES AND TABLES…………………………iv TABLE OF CONTENTS…………………………………………………………… v PART A: INTRODUCTION……………………………………………………… 1 Rationale…………………………………………………………………… Research Aims and Research Questions…………………………………… 3.Significance………………………………………………………………… 4.Scope……………………………………………………………………… 5.Design……………………………………………………………………… PART B: DEVELOPMENT……………………………………………………… CHAPTER 1: LITERATURE REVIEW…………………………………………… 1.1 Course books in Language Teaching and Learnin………………………4 1.1.1Definitions 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? …7 1.2.2 Culture in course books……………………………………………………… 1.3 The role of culture in language learning and teaching …………………10 1.4 Course book Evaluation………………………………………………… 12 1.4.1 Definitions of course book evaluation……………………………………….13 1.4.2 Purposes and the importance of course book evaluation…………………….13 1.4.3 Types of course book evaluation…………………………………………….14 1.5 Summary……………………………………………………………………15 v CHAPTER 2: METHODOLOGY…………………………………………….16 2.1 Research settings, participants, participant selection methods………….16 2.1.1 Reseach settings…………………………………………………………… 16 2.2.2 Participants and participant selection methods…………………………… 16 2.2 Descriptions on the course book………………………………………… 17 2.3 Data collection methods…………………………………………………… 19 2.4 Data collection instruments…………………………………………………21 2.5 Data analysis procedures……………………………………………………22 2.6 Summary…………………………………………………………………… 23 CHAPTER 3: THE STUDY……………………………………………………… 24 3.1 Questionaire for students……………………………………………………24 3.2 Interview for teachers……………………………………………………….31 3.3 Document Analysis for the course books………………………………… 33 3.3.1 Culturally oriented activities in the course book…………………………….33 3.3.2 The representation of kinds of culture in the course book………………… 33 3.4 Discussion………………………………………………………………… 36 3.5 Summary…………………………………………………………………… 37 PART C: CONCLUSION………………………………………………………… 38 Conclusions……………………………………………………………………38 Pedagogical implications…………………………………………………… 39 Limitations of the study………………………………………………………40 Suggestions for further research…………………………………………….41 REFERENCES…………………………………………………………………… 42 APPENDIX 1……………………………………………………………………… I APPENDIX 2……………………………………………………………………… V APPENDIX 3……………………………………………………………………… VI vi PART A: INTRODUCTION Rationale Today, English is considered as an international 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 EIL users.” This leads to that it is complicated and difficult for designing suitable course books In Vietnam, a British or American textbook tends to be chosen in ELT, but its contents mostly relate to native English speaking cultures, which is not appropriate for teaching EIL 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 culture is reflected in the language and vice versa As a result, the aspects of language are expressed through the cultural content in course books An assumption is given that if a textbook is composed by native speakers, its orientation of content is Anglo-Saxon based content McKay (2002) points out that “Currently, many ELT materials use cultural topics related to native English-speaking countries on the grounds that learning 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 ELT 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 PreIntermediate written by Clive Oxenden, Christina Latham Koeing and Paul Seligson and published by Oxford is used for first year non-English major students While teaching English, 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 cultures are more probably dominated in the course book than the ones of global cultures; whereas, nowadays English is regarded as a global language Some aforementioned reasons inspire the researcher to conduct the study titled “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 Power University” 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 PreIntermediate is Anglo-Saxon based content or global-based content It also examines the appropriateness of culture in the textbook with the English teaching and learning context at EPU Finally, this study hopes to investigate the ways to 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 in the 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 content perceived by the first year non-English major students and teachers at Electric Power University? Significance The findings of the thesis will be useful not only to the researcher, but also to the teaching staff and the first year 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 teaching and learning English as an international participants as the subjects of the study Moreover, most of the students taking part in answering questionnaire did not suggest any ways to improve culture contents in the course books Finally, the analysis of course book contents is just subjective and quantitative In conclusion, the limited scope and participant-related issue, to some extent hinder the reliability and generalization of the research Suggestions for further research Based on the findings of the study and the limitation of time, it is suggested that further research can investigate to establish an ESP (English for Specific Purposes) course book for major students at EPU in the context of EIL in the future 41 REFERENCES Abdullah, N Cultural Elements in a Malaysian English Language Textbook Retrieved from http://ddms.usim.edu.my/bitstream/handle/123456789/713/CULTURAL;jsessio nid=2431AB42133ACB5C02F48045C7479887?sequence=1 Adaskou, K., Britten, D., & Fahsi, B (1990) Design decisions on the cultural content of a secondary English course for Morroco ELT Journal, 44 (1), 3-10 Ansary, H.,&Babaii, E (2002) Universal Characteristics of EFL/ESL Textbooks: A Step towards Systematic Textbook Evaluation The Internet TESL Journal, 5(2) Retrieved from http://iteslj.org/Articles/Ansary-Textbooks/ Bennett, J M (1993) How Not to Be a Fluent Fool: Understanding the Cultural Dimension of Language The Language Teacher, 27(9) Brooks, N (1960) Language and language learning: Theory and practice New York: Harcourt, Brace and Company Carkil, I (2010) The frequency of culture – specific elements in the ELT course book at Elementary school in Turkey Research on Youth and Language, (2), 182189 Cotazzi, M., &Jin, L (1999) Cultural mirrors: materials and methods in the ELT classroom In Hinkel, E (Ed.), Culture in Second Language Teaching and Learning (pp 196-219) Cambridge: Cambridge University Press Deuri, C (2012) An Evaluative Study of Textbook in English at Higher Secondary Level International Journal of Science, Environment and Technology, 1, 2428 Ellis, R (1997) The Empirical Language Materials ELT Journal, 51(1), 36-42 42 Encyclopedia of Education, (2008) Retrieved from http://courses.educ.ubc.ca/etec540/May08/goslina/researchtopic/Definition%20 of%20textbooks.html Harmer, J (1991) The Practice of English Language Teaching (2nd ed.) Longman Hinkel, E (1999) Culture in Second Language Teaching and Learning Cambridge University Press Holsti, O R (1968) Content Analysis In Lindzey G & Aaronson E (Eds.) The Handbook of Social Psychology Reading, M.A: Addison-Wesley Hutchinson, T., & Water, A (1987) English for Specific Purposes Cambridge: Cambridge University Press Jo, M D., & Steve, M D A (1997) Research Method for English Language Teachers Retrieved from http://www.eltnews.com/features/elt_book_reviews/2007/08/research_methods_f or_english_l.html Kiely, R., & Rea-Dickins, P (2005) Program Evaluation in Language Education Palgrave Macmillian Kitao, K (2000) Teaching culture in foreign language instruction in the Unites States Retrieved from http://ilc2.doshisha.ac.jp/users/kkitao/library/article/culture.htm Karmsch, C (1994) Context and Culture in Language Teaching Oxford: Oxford University Press Kramsch, C (1998) Language and culture Oxford: Oxford University Press Kramsch, C (2001) Language and Culture Oxford: Oxford University Press Krippendorff, K (2004) Content Analysis: An introduction to its methodology (5th ed.).CA: Sage Publications, Inc 43 McKay, S L (2002) Teaching English as an international language: Rethinking Goals and Approaches Oxford: Oxford University Press McKay, S L (2003) The cultural basis of teaching English as an international language Retrieved from http://www.tesol.org/pubs/articles/2003/tm13-401.html Mackey, A & Gass, S M (2005) Second Language Research: Methodology and Design Mahwah, NJ: Lawrence Erlbaum Associates Nunan, D (1992) Research Methodology in Language Learning Cambridge: Cambridge University Press Peck, D (1998) Teaching Culture: Beyond Language Retrieved July 23, 2014 from http://www.yale.edu/ynhti/curriculum/units/1984/3/84.03.06.x.html Prodromou, L (1988) English as Cultural Action ELT Journal, 42 (2) Robinson, P.C (1991) ESP Today: A Practitioner’s Guide London: Prentice Hall Rogers, E M., & Steinfatt, T M (1999) Intercultural Communication Illinois: Waveland Press Rossi, P H., & Freeman, H E (1993) Evaluation: A systematic approach (5th ed.) Newbury Park, CA: Sage Publications, Inc Sándorová, Z (2014) Content Analysis as a Research Method in Investigating the Cultural Components in Foreign Language Textbooks Journal of Language and Cultural Education, 2(1), 95-128 Sheldon, L.E (1988) Evaluating ELT Textbooks and Materials ELT Journal, 42 (4), 183 Silverman, D (1993) Interpreting Qualitative Data Thousand Oaks, CA: Sage Tomlinson, B (1998) Materials Development in Language Teaching Cambridge: Cambridge University Press Tomlinson, B (2003) Developing Material for Language Teaching Cambridge: Cambridge University Press 44 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press Verma, K G., & Mallick, K (1999) Researching Education: Perspective Techniques Routledge: Routledge Falmer 45 APPENDIX 1: QUESTIONAIRE FOR STUDENTS Phiếu thăm dò ý kiến sinh viên Tôi thực nghiên cứu có tiêu đề “Điểm nội dung giáo trình New English File Pre-Intermediate dành cho sinh viên không chuyên năm thứ trường Đại Học Điên Lực theo nội dung định hướng Anh Mỹ định hướng toàn cầu” Phiếu điều tra thiết kế để điều tra thái độ sinh viên năm thứ trường Đại Học Điện Lực với nội dung giáo trình New English File PreIntermediate Mong bạn cộng tác bày tỏ nhận xét thân cách thẳng thắn thoải mái cách đánh dấu (x) Mọi thông tin bạn cung cấp sử dụng cho mục đích nghiên cứu khơng bị tiết lộ Xin cảm ơn bạn! I Thái độ sinh viên với việc học tiếng Anh Câu 1: Bạn có thích học tiếng Anh kết hợp với học văn hóa khơng? Nếu bạn chọn Có Khơng Xin vui lịng nêu rõ lí Có Khơng Lí ………………………………………………………………………………………… ………………………………………………………………………………………… Câu 2: Mức độ thường xuyên giáo viên Tiếng anh lớp bạn dạy văn hóa kết hợp với dạy tiếng Anh? Luôn Rất thường xuyên Thỉnh thoảng I Hiếm Không bao II Thái độ sinh viên với nội dung giáo trình New English File PreIntermediate Câu Theo bạn nội dung văn hóa sách giáo trình NEF xuất nào? Phong phú đa dạng Thú vị bổ ích Rất Nhàm chán Câu Theo bạn nội dung định hướng văn hóa giáo trình New English File Pre Intermediate là: Văn hóa nước nói tiếng Anh ngữ Văn hóa nước nói tiếng Anh ngơn ngữ thứ hai Văn hóa mang tính hỗn hợp toàn cầu Câu 5: Bạn xếp mục theo trật tự mức độ xuất nội dung văn hóa nước giáo trình New English File Pre-Intermediate ………Văn hóa nước nói tiếng Anh ngữ ………Văn hóa nước nói tiếng Anh ngơn ngữ thứ hai ……… Văn hóa mang tính hỗn hợp toàn cầu Câu 6: Bạn muốn học nội dung văn hóa giáo trình New English File Pre-Intermediate? Văn hóa nước nói tiếng Anh ngữ Văn hóa nước nói tiếng Anh ngơn ngữ thứ hai Văn hóa mang tính hỗn hợp tồn cầu II Lí ………………………………………………………………………………………… ………………………………………………………………………………………… Câu 7: Những khó khăn học Tiếng Anh kết hợp với học văn hóa Hãy đánh dấu (x) vào khung theo mức độ sau: Lời phát biểu Rất Đồng Lưỡng Không Rất đồng ý ý lự đồng ý không đồng ý Nội dung văn hóa sách giáo trình cịn hạn chế nhàm chán Nội dung văn hóa thiết kế sách giáo trình chủ yếu văn hóa tồn cầu Nội dung văn hóa thiết kế sách giáo trình chủ yếu văn hóa nước Anh Mỹ Thời gian lớp dành cho nội dung văn hóa cịn hạn chế Giáo viên chứa trọng tới tầm quan trọng việc dạy kiến thức văn hóa dạy tiếng Anh Sinh viên khơng xác định rõ nội dung văn hóa trình bày sách giáo trình nước III Câu 8: Bạn nêu góp ý mang tính chất sư phạm nhằm cải thiện nội dung văn hóa giáo trình New English File Pre-Intermediate ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Xin chân thành cảm ơn! IV APPENDIX 2: INTERVIEW QUESTIONS This part is only for lectures of English I at Electric Power University, please complete all the information below Personal information (optional) Your name: …………………… Your age: ……………………… How long have you taught English for first year students? …………… From questions to 4, please answer all the questions below In your experience, what you think about the role of culture in teaching English? How you think about the culture representation in the course book New English File Pre- Intermediate? In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? Thank you for your support! V APPENDIX 3: INTERVIEW TRANSCRIPT 1.Interviewee Question 1: In your experience, what you think about the role of culture in teaching English? Of course, it plays an important role in teaching English Question 2: How you think about the culture representation in the course book New English File Pre- Intermediate? Well, I think the appearance of culture in this course book is not much Most of contents are mainly language skills as well as grammar knowledge As a result, I often provide my students with more resources such as video clips, pictures, etc Question 3: In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? I see that both Anglo- Saxon and global culture are disseminated in the course book New English File Pre-Intermediate But this course book uses more Anglo- Saxon culture than global culture You can realize that most of cultures in the book focus on British, American, Australian culture while the place for French, Italian, Brazilian or other cultures is quite small Question 4: In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? I usually let my students compare and contrast Anglo-Saxon culture with other cultures after a lesson For example, after learning about some famous British directors, actors and actresses, I ask my students to list some French, Italian or even Vietnamese ones and share all classroom about the information they know VI Interviewee Question 1: In your experience, what you think about the role of culture in teaching English? It plays a vital role in teaching English I think culture can encourage students’ curiosity about languages and countries If my students know about culture clearly, they can be confident to communicate Question 2: How you think about the culture representation in the course book New English File Pre- Intermediate? I think that the representation of culture in the course book is not adequate enough My students complained that they want to study more other cultures, not just grammar To meet my student’s needs and interests, I have to spend time searching more information about a variety of culture Question 3: In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? Oh, I think both of them However, Anglo Saxon culture is more prominently described in the book than global culture Question 4: In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? Teacher can plan cultural lessons and activities carefully and then include them in language classroom In addition, the comparison between Anglo Saxon culture and other cultures should be done after each lesson Interviewee Question 1: In your experience, what you think about the role of culture in teaching English? VII Certainly, it is very important in teaching English Language and culture are inseparable elements so I think that we cannot teach language without teaching culture Culture encourages student’s confidence in communication Question 2: How you think about the culture representation in the course book New English File Pre- Intermediate? It is not actually rich enough as I see Most of activities in the course book are language skills and grammar rules Cultural elements are sometimes presented in some reading texts Question 3: In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? In my opinion, both of them are described in the course book, yet cultural elements included mainly belong to British and American culture Some other cultures such as French culture, Italian culture, Italian culture, etc are not much Question 4: In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? I redesign some cultural reading texts in the book into some cultural games or take a forum about the cultural aspects for students’ discussion Moreover, I also provide students with more information about the cultures they want to know Finally, I ask them to compare those cultures with Vietnamese cultures or other cultures they know Interviewee Question 1: In your experience, what you think about the role of culture in teaching English? We can’t deny the importance of culture in teaching English Thanks to culture, my students have great passion for English learning They shared because they were curious VIII about some cultures, they tried to find more materials written by English about those, then they wanted to learn English better for this purpose Question 2: How you think about the culture representation in the course book New English File Pre- Intermediate? I realize that this textbook seem to focus more on skills and grammar rules than cultural contents There is a little space for cultural elements so I have to provide my students more cultural activities and exercises in the classroom Question 3: In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? Both Anglo Saxon and global culture are presented in the book as I see But maybe Anglo Saxon culture outnumbers global culture Question 4: In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? After lessons, I spend periods reviewing cultural contents in the textbook I give students some games about different cultures, then ask them to compare and contrast Anglo Saxon culture with the other cultures Interviewee Question 1: In your experience, what you think about the role of culture in teaching English? Well, culture plays an important part in teaching English It can narrow the gap between cultures and help students for better communication Question 2: How you think about the culture representation in the course book New English File Pre- Intermediate? I think culture is presented in the textbook quite clearly and rich enough IX Question 3: In your opinion, which kind of cultures are presented in the course book New English File Pre-Intermediate: Anglo Saxon culture, global culture or both? Uhm…… both of them, but the inclusion of global culture in the textbook is not much British and American culture appear so frequently in the book Question 4: In your experiences, could you give some useful suggestions to improve culture contents in the course book New English File Pre-Intermediate? I often give my students more cultural exercises, pictures, and tell them cultural stories when I teach culture in the classroom To make my students understand more about the culture of the country described, sometimes I show them some more small clips about that culture X ... EVALUATION OF THE COURSE BOOK NEW ENGLISH FILE PRE- INTERMEDIATE FOR FIRST YEAR NON- ENGLISH MAJOR STUDENTS AT ELECTRIC POWER UNIVERSITY (ĐIỂM VỀ NỘI DUNG CUỐN GIÁO TRÌNH NEW ENGLISH FILE PRE- INTERMEDIATE. .. English File PreIntermediate for first year non -English major students at Electric Power University? ?? in terms of the statement of requirements for the thesis and the field study reports in Masters’... Supervisor: Dr Ngơ Hữu Hồng Hanoi, 2014 DECLARATION I certify my authorship of the minor thesis entitled ? ?Anglo-Saxon based or global based content: an evaluation of the course book New English File