Đánh giá bước đầu các yếu tố văn hóa trong sách giáo khoa “tiếng anh 3”, “tiếng anh 4”, “tiếng anh 5”

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE - - DO THI TO NGA CULTURAL ELEMENTS IN ENGLISH TEXTBOOKS “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” A PRELIMINARY EVALUATION ĐÁNH GIÁ BƯỚC ĐẦU CÁC YẾU TỐ VĂN HOÁ TRONG SÁCH GIÁO KHOA “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” M.A MINOR PROGRAMME THESIS Field: English linguistics Code: 60220201 HA NOI, 2015 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE - - DO THI TO NGA CULTURAL ELEMENTS IN ENGLISH TEXTBOOKS “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” A PRELIMINARY EVALUATION ĐÁNH GIÁ BƯỚC ĐẦU CÁC YẾU TỐ VĂN HOÁ TRONG SÁCH GIÁO KHOA “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” M.A MINOR PROGRAMME THESIS Field: English linguistics Code: 60220201 Supervisor: Assoc Prof Dr Nguyen Van Do HA NOI, 2015 DECLARATION I hereby state that I, Do Thi To Nga, being a candidate for the Degree of Master of Arts, accept the requirements of the University relating to the retention and use of M.A Thesis deposited in the library In terms of these conditions, I agree that the origin of my thesis deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the thesis Hanoi, July 2015 i ACKNOWLEGEMENTS First of all, I would like to express my deep gratitude to Assoc Prof Nguyen Van Do, my supervisor, for thorough reading, critical comments, invaluable suggestions, various sources of reference and precious corrections on my writing Furthermore, I am grateful to his close guidance and generous help, which have been great encouragement to me during the process of writing up the thesis I, hereby, would like to express my sincere thanks to lecturers of Faculty of Post Graduate Studies, University of Languages and International Studies of Vietnam National University, Hanoi for their interesting lessons and suggestions, which aroused the thesis for this study to be realized My appreciation is also extended to the authors of English primary textbooks Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh for their assistance in data analysis Finally, I would like to thank my family, especially my parents and my husband for their constant source of love, support and encouragement in times of difficulty and frustration ii ABSTRACT The study on ―Cultural elements in English textbooks “Tiếng Anh 3”, “Tiếng Anh 4”, “Tiếng Anh 5” A preliminary evaluation‖ is a Minor Programme Master thesis It is aimed at examining the cultural elements presented in the textbooks Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh and suggesting some hints to improve it in the future Based on quantitative methods, the study gives a brief account of how culture is treated according to the modified checklists designed by two groups of authors Adaskou, Britten and Fahsi and Cortazzi and Jin, Hirsch et al The main findings reveal that both local and non-local cultural references are presented in the textbooks and among the four cultural dimensions disseminated in the textbooks, sociological sense is the most dominant dimension From the findings, some suggestions are given with the hope that they might be a reliable source of reference for English teachers and English textbook authors to have general view about how cultural element is presented in the English primary textbooks and provide some hints on how to improve it in the future iii TABLE OF CONTENTS Page Part A Introduction I Rationale II Aims of the study III Research questions IV Methods of the study V Scope of the study VI Design of the study Part B: Development Chapter I Literature Review Definition of culture Culture and foreign language learning Textbook and its role in foreign language teaching 11 Classification of cultural contents in foreign language textbooks 12 Checklist for evaluating the cultural elements in foreign language textbooks 17 Chapter II Methodology 20 Material used for analysis 20 Procedures of conducting the study 22 2.1 Method of the study 22 2.2 Data collection 22 iv 2.3 Data analysis 23 Chapter III Findings and Discussion 24 Data analysis of the presence of local and non-local cultural reference disseminated in the textbooks 24 Data analysis of cultural dimensions presented in the textbooks 26 2.1 The occurrences of local culture reference 26 2.2 The occurrences of non-local culture reference 29 Discussion 33 Some suggestions to improve the cultural contents in English textbooks 35 Part C Conlusion 37 Summary of main findings 37 Limitation of the study and suggestions for further research 38 Reference 40 Appendix v I LIST OF TABLES Table 1: The distribution of cultural items with Vietnamese and non-Vietnamese culture reference in dialogues and reading passages 24 Table 2: Frequency of Local Culture Distinctive Occurrences in the textbooks 26 Table 3: Frequency of Non-Local Culture Distinctive Occurrences in the textbooks 29 vi PART A INTRODUCTION RATIONALE In this 21st century, when the world has become ―flat‖ and closely integrated, effective communication seems to be one of the crucial concerns In order to communicate well and successfully, people need to understand not only each other‘s language, but also each other‘s culture This can open the door to better international understanding and ensure successful relations Language and culture are indivisible elements in the field of language teaching According to Peck (2012), ―language learning should be more than the manipulation of syntax and lexicon‖ It means that just learning four skills (speaking, listening, reading and writing) may not lead to the proper understanding of the hidden meanings of a language Thanasoulas (2001) also confirms that ―teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates or should incorporate, some cultural elements which are intertwined with language itself.‖ Inevitably, the role of textbooks in English Language Teaching cannot be underestimated and cannot be separated from language learning in classroom They are considered the key component in most TEFL programs, which is essential for both teachers and learners (Tok, 2010) It is the visible heart of any English Language program (Sheldon 1988) McGrath (2002) also states that a textbook is like oil in cooking, it is a useful base ingredient Cortazzi and Jin (1999) confirm that: A textbook can be a teacher, a map, a resource, a trainer, an authority, a de-skiller and an ideology Hence textbook can be a major source of cultural elements beside providing linguistic and topical contents … In accordance with the National Foreign Languages 2020 Project, on 12 August 2010, Ministry of Education and Training issued Decision No 3321/QĐBGDĐT on the Promulgation of the Pilot English Curriculum for Elementary, and one of its objectives is providing a basic knowledge of English-speaking countries, their peoples and cultures; as well as fostering pupils‘ love and respect of their own language and culture Hence, it can be seen clearly that the English syllabus explicitly emphasizes the development of pupils‘ cross-cultural awareness right at the beginning of learning English It may be supposed that, in foreign language textbooks used in primary schools, whether the teaching of culture is implicit or explicit, cultural aspects of textbook content as well as the improvement of pupils‘ cultural awareness should be given adequate attention Since 2011, the Vietnam Education Publishing House, in line with the Decision No 3321/QĐ-BGDĐT, has introduced a new set of English textbooks for primary students which provides a good opportunity to include cultural content into the teaching syllabus, and thus enriching pupils‘ cultural knowledge along with developing their four language skills AIMS OF THE STUDY The purpose of this study is to analyze and evaluate the cultural elements in three English textbooks Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh used at primary school level in Vietnam, compiled by Hoang Van Van et al., published by Vietnam Education Publishing House This study is hoped to assist teachers, educators and English textbook authors to have general view about how cultural element is presented in English primary textbooks and provide some hints on how to improve it in the future RESEARCH QUESTIONS The concept of ―cultural analysis and evaluation‖ may not attain a unique understanding and differ in different studies according to different researchers provided needs to be simple and short Students not have enough vocabulary and grammar to explore deeply the content of the stories Considering these findings, it is apparent that sociological sense is significantly predominant This is consistent with what Adaskou et al (1990) and Abdullah and Chandran (2009) discovered in their studies about foreign language textbooks This result also supports the notion that almost all the culture distinctive occurrences are sociological in nature (Abdullah and Chandran: ibid) It means the predominant concept of culture is ‗culture as the way of life‘: which mostly presents culture in surface level Additionally, sociological sense covers various cultural items that a textbook can employ as an approach 2.2 The occurrences of non-local culture reference The Aesthetic Sense The Sociological Sense The Semantic Sense The Pragmatic Sense Total (4.59%) 109 (55.61%) (2.04%) 74 (37.76%) 196 (100%) Table Frequency of Non-Local Culture Distinctive Occurrences in the textbooks Table presents the frequency of non-local culture distinctive occurrences It can be seen that the sociological sense is found to be predominant with 109 occurrences or 55.61% from the total frequency of non-local culture distinctive occurrences, making it ranks the top The items in this sense are mainly associated with leisure activities (such as playing football, skipping, hide-andseek), clothes (T-shirt, jeans, shoes, skirt…), and foods (such as beef, chicken, fish, orange juice) It also covers the items which have apparent references to non-local culture i.e travel destinations and people naming The travel destinations mentioned in the text are quite varied It covers not only the English speaking countries (London, America, Australia…) but also the non English 29 speaking countries like Japan, China, Malaysia, and Jakarta The same thing also applies to people naming Apart from the main characters (the Vietnamese and English names) that go through the series, other names presented in the textbooks are from different countries such as Lawan from Thailand, Azmi from Indonesia, Akio from Japan, Mei Mei from China While collecting data, it can be seen that the items of this sociological sense are not focused on the target language; it is a kind of universal culture The leisure activities, for example, are neither typically Vietnamese nor English or American culture These activities are common worldwide such as playing football, badminton, basketball, table tennis, roller skating, computer game, etc The clothes and foods are also very common with T-shirt, jeans, beef, chicken, fish… It seems that the authors of the textbooks want to introduce a multi-cultural reference rather than the source or target culture: (Tiếng Anh 5, volumn 1, page 69) 30 The Pragmatic falls second in the rank with 74 occurrences which equals to 37.76% from the total frequency This is probably because the forms and functions of language such as ‗to offer‘, ‗to clarify‘ and ‗to request‘ are included in almost units According to Adaskou, Britten and Fahsi (1990), the (Tiếng Anh 4, volumn 2, page 48) pragmatic sense includes ‗the ability to use various exponents of communicative functions‘ Another probable reason is the rhetorical conventions in different written genres for example, types of letters, are often introduced in the textbooks on the reading associated with writing skill This could imply that the textbook conforms to the communicative language teaching approach which is the generally accepted ESL (Tiếng Anh 5, volumn 1, page 12) ideology in Vietnam The aesthetic sense stands at the third rank with occurrences or 5.11% They mostly appear in Tiếng Anh – the last grade of the primary level On the contrary to the local aesthetic culture reference which just mentions the title of the stories, the stories in the non-local aesthetic sense are often short stories with full text in details Other kinds of aesthetic sense such as the music, cinema are not mentioned in the textbooks 31 (Tiếng Anh 5, volumn 1, page 53) In contrast to the local one, the semantic sense here is found to be nealy neglected in the textbooks with occurrences (2.04%) The reason for this may be explained as that at the beginning level of learning English, semantic sense is not taken into consideration To sum up, the findings in table and make it obvious that the sociological sense is the most prominent dimension in the textbooks Again, this is probably due to the fact that culture is mainly introduced through various items in sociological sense This is seemingly considered an attempt made by the authors to encourage the learners to compare their own and their foreign culture and arrive thus at a better understanding and appreciation of their own (Byram, as cited in Adaskou, Britten, and Fahsi 1990) 32 Discussion Looking at the differences between the frequency of reference to non-local cultural items and local cultural items (as shown in table 1), it is apparent that although the books overwhelm with non-local cultural items (accounts for 81.54% of the cultural items in the three set of textbooks), the authors did make an effort to localize the content in the English textbooks One of the cultural items which reflect the nuance of local culture can be seen in the characters or names which constantly appeared in the textbooks such as Mai, Nam, Hoa, Loc, Hien, Phong The existences of these local names are presumably an attempt to provide learners with recognizable and familiar characters, one of the strengths Dat (2008) believes to be typically possessed by domestic course books The items with local culture reference in Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh are 12.28%, 30.65% and 18.46% respectively, hence, it shows a fact that there is no constancy in the amount of local cultural items in each textbook The reason for this is up to now, there is no official guideline from the Ministry of Education and Training about what cultural contents and the percentage of the local content should be presented in the foreign language (English) textbooks Of the Sociological Sense, the items that are found to dominate in presenting both local and non-local culture are mainly associated with travel destinations and people naming They are mainly presented in relation to theme Me and My friends and Me and the world around where there is seemingly an implicit comparison between local and non-local places of interest The exchange of this cultural information is basically shown through representations of people from other cultures who come visiting or who live in the country This finding of the present study signifies that the text is consciously designed for learners to be familiar with these things, and being able to talk about them in English and perhaps to introduce their own culture to other people Another thing worth discussing here is the cultural items relating to leisure activities and hobbies which carry certain perturbing implication Some non33 local leisure activities and hobbies such as skateboarding, playing computer games, surf the Net, and go skating are found to be abundant in the texts The traditional items familiar with Vietnamese students such as flying kite, shuttlecock sport are quite few The picture below introduces a dialogue between two friends talking about their favourite sports and games It can be seen that there is no local sports and games mentioned in the dialogue, instead, the Farm Town - a modern computer game is presented (Tiếng Anh 5, volumn 1, page 55) Another example can be found in Tiếng Anh Instead of inviting to play traditional children games for example, a character of a Vietnamese boy in the textbooks says he likes playing the piano and invites his friends to go to the music club (Tiếng Anh 4, volumn 1, p.34) This might suggest an idea to the students that playing modern games and following modern hobbies are more interesting than traditional ones Unfortunately, for students who live in remote area and are unfamiliar with these kinds of activity, this might not support the contextual learning since they are alien to them Hence, this might be in contrast with what Kramsch (cited in Olajide, 2010) believes that young learners require familiarity with their environment in forming the worldviews Moreover, the 34 lack of the exposure to local leisure activity as one of local cultural aspects strengthens the assumption that the authors just put a small amount of local cultural items in the textbooks, most of which refer to the local destination and naming only Regarding to the question of which is the most prominent culture presented in the textbooks, it is apparent that the textbooks mainly focus on the multicultural learning This fact leads to a point that the textbooks provide information to support students‘ multicultural awareness Apart from English-speaking countries, many other nations are also mentioned in the books (most of them are Asian countries like China, Thailand, Japan, Indonesia, Malaysia) and there instances of information about special events of these countries The comparison between the native culture and foreign culture is an important way of raising awareness of both cultures (Suemasa, 2004) Hence, the texbooks Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh successfully develope cultural awareness of both learners‘ own culture and other cultures According to Suemasa (2004), this should be the primary aim of cultural education in foreign language teaching Some suggestions to improve the cultural contents in English textbooks Although the authors keep in mind to insert the local cultural elements, however, what and how the local contents mentioned in the text all depend on the authors‘ senses This leads to the inconsistency of the local content in each lesson and each grade Therefore, there should have an official guideline on how to put the local content into the books, what local contents should be mentioned and the suitable ratio between the local and non-local cultural contents presented in the books Understanding non-local culture, its custom and tradition, is not an easy task even for teachers However, no explanation for cultural items is mentioned in the textbooks as well in the teacher‘s guide The example below is extracted from 35 Tiếng Anh 5, volume The students are asked to read the passage then number the pictures However, for students who not have much knowledge about Singapore, pictures B and D would be difficult for them to Marina Bay, Common Services Tunnel, Merlion are local destinations in Singapore and just looking at the pictures to find the correct destinations would be a challenging task Therefore, it is necessary to have small Culture Note Boxes included in the books to help students and teachers understand the cultural issue and give extra and interesting information for the students and the teachers Tiếng Anh 5, volumn 2, page 18 36 PART C CONCLUSION AND SUGGESTIONS FOR FURTHER RESEARCH SUMMARY OF MAIN FINDINGS This study is by no means a thorough and detailed research on the cultural elements of English primary textbooks Tiếng Anh 3, Tiếng Anh 4, Tiếng Anh It is just aimed at examining the cultural elements presented in the books and suggesting some hints to develop the cultural contents in the textbooks Based on the qualitative research, this study has discovered the significant findings with the purpose of helping English textbooks authors and other researchers to have a general view about how cultural elements are treated in the English primary textbooks, its strengths and shortcomings and ways to improve it In order to help readers easily grasp the main findings, each research questions is displayed and followed by the analysis and preliminary evaluation Another important part of the chapter is the suggested ideas to help overcome its problems as well as improve the quality of cultural elements in the textbook It can be seen that the answers for two research questions have been found out According to the modified checklists designed by Cortazzi and Jin, Hirsch et al (1999), the findings reveals that the textbook can be classified as a multicultural textbook in which students are exposed to more than one culture Although the source culture accounts for only 18.46 %, it helps promote cultural awareness of both learners‘ own culture and other cultures From the classification in terms of culture dimensions proposed by Adaskou et al (1990), the findings support the notion that almost all the culture distinctive occurrences are sociological senses and this is quite suitable with the trends in designing a foreign language textbook nowadays 37 The researcher has found out some shortcomings in terms of cultural elements presented in the books That is the inconsistency in the proportion between the local culture and the non-local culture and the lack of information, instructions or suggestions about how cultural elements may be handled Hence, some solutions to the problems also are recommended to help improve the cultural contents in the books In summary, it is hoped that the English textbook writers and researchers in foreign language textbooks can benefit from the findings and suggestions to have a better view in the cultural elements presented in Tiếng Anh 3, Tiếng Anh and Tiếng Anh 5, then, can improve the quality of the books LIMITATION OF THE STUDY AND SUGGESTIONS FOR FURTHER STUDIES The aim of this study is to present and analyze the cultural elements of the English primary textbooks Tiếng Anh 3, Tiếng Anh and Tiếng Anh However, it is obvious that the study only sets the first step in investigating how culture is treated in the textbooks Although the researcher has made effort in conducting this thesis, there undoubtedly exists some limitation and needs further considerations: First, the findings in the thesis are based on the qualitative method; however, the findings should be attained by other tools such as survey, questionnaires or classroom observation Both qualitative and quantitative findings may lead to more convincing and truthful conclusions Second, the analysis of primary textbooks alone may not give the whole picture of how culture is treated in the English textbooks in Vietnam The same work should be done with secondary and high school textbooks in the future It is 38 hoped that the findings of such work may help the textbook writers and teachers adjust their culture teaching content in the future Last but not least, deeper researches should be conducted on how to put the local content into the books, what local contents should be mentioned and the suitable ratio between the local and non-local cultural elements presented in the books so that the textbook writers would have a reference or a guideline when compiling the textbooks 39 REFERENCE Adaskou, K., Britten D and Fahsi B (1990) Design decisions on the cultural content of a secondary English course for Morocco ELT Journal, 44, (1), pp 3-10 Canh, Le Van (2014) A Critical Analysis of Moral Values in Vietnam-Produced EFL Coursebooks for Upper Secondary Schools Cortazzi, M & Jin, L (1999) Cultural Mirrors Materials and Methods in EFL Classroom In E Hinkel (ed.), Culture in Second Language Teaching and Learning, Cambridge: Cambridge University Press Cunningsworth, A (1995) Choosing Your Course Book, Oxford: Heinemann Dunnet, S C., Dubin, F & Lezberg, A (1986) English Language Teaching from an Intercultural Perspectives, In Valdes, J M (ed.), Culture Bound, Cambridge: Cambridge University Press Duranti, Alessandro (1997) Linguistic anthropology Cambridge: Cambridge University Press Halverson, R J (1985) Culture and vocabulary acquisition: A proposal Foreign Language Annals, 18/4, 327-32 Hien, Do Thi Ngoc (2007) A Cross-Cultural Analysis of English Textbook for Grade 10 and Suggestion of Supplementary Activities for Students’ Cross-Cultural Awareness Master thesis University of Languages and International Studies Hu, G (2002) Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China, Language, Culture and Curriculum 15/2, 93–105 10 Hutchinson, T & Torres, E (1994) The Textbook as Agent of Change ELT Journal, 48(4), 315-28 11 Kilickaya, F Guidelines to Evaluate Cultural Content in Textbooks, Retrived from http://iteslj.org/Techniques/Kilickaya-CulturalContent/ on September 21st, 2014 12 Kramsch, C (1998) Language and culture Oxford: Oxford University Press 13 Lebrun, J, et.al (2002) Past and current trends in the analysis of textbooks in a Quebec context Curriculum Inquiry, 32 (1), 51-83 14 Lustig Myron W., Koester Jolene (1999) Interpersonal Communication Across Cultures Longman 15 McDonough, J & Shaw, C (1993) Materials and methods in ELT: a teacher’s guide Oxford: Blackwell Pub 40 16 McGrath, I (2002) Materials Evaluation and Design for Language Teaching Edinburgh University Press 17 Peck, D (2012) Teaching Culture: Beyond Language, Yale-New Haven Teachers Institute 18 Pervan, A (2011) The view of culture in two textbooks for English Master thesis, University of Malmư 19 Phê, Hồng (2004) Từ điển Tiếng Việt, Viện Ngôn ngữ 20 Ririn, Bernadeta (2012) Cultural elements in Indonesian Language Textbooks Indonesia University of Education 21 Rogers Everett M., Steinfatt Thomas M (1999) Intercultural Communication Waveland Press 22 Samovar Larry A, Porter Richard E, Stefani Lisa A (1998) Communication between cultures Wadsworth Publishing Company 23 Sheldon, L E (1988) Evaluating ELT textbooks and materials, ELT Journal, 42, pp 237-246 24 Sơn, Bùi Hoài (2012), Vietnam, An introduction to national cultural policy, WorldCPInternational Database of Cultural Policies, Retrived from http://culture360.asef.org/magazine/vietnam-an-introduction-to-national-culturalpolicy/ on September 21st, 2014 25 Stray, C.(1994) Paradigms regained: towards a historical sociology of the textbook Journal of Curriculum Studies, 26 (1) 24 26 Thanasoulas, D (2001) The Importance Of Teaching Culture In The Foreign Language Classroom, Radical Pedagogy, Retrived from http://www.radicalpedagogy.org/radicalpedagogy1/The_Importance_of_Teaching _Culture_in_the_Foreign_Language_Classroom.html on September 21st, 2014 27 Tok, H (2010) TEFL textbook evaluation: From teachers’ perspectives, Educational Research and Review, (9), pp 508-517 28 Vân, Hoàng Văn (Tổng Chủ biên): Tiếng Anh 3; Tiếng Anh 4; Tiếng Anh 5, Nhà xuất Giáo dục Việt Nam, 2014 29 Ý, Nguyễn Như, (1998) Đại từ điển Tiếng Việt, Trung tâm ngôn ngữ văn hóa Việt Nam, Bộ giáo dục đào tạo 30 Yasemin; Agcam, Reyhan (2011) Exploring culture in locally published English education in Turkey - In: CEPS Journal 31 http://www.britannica.com/topic/local-culture Retrived on September 22nd, 2014 41 No Cultural item Aesthetic Sense Sociological Semantic Sense Sense Local Pragmatic Sense Aesthetic Sociological Sense Sense Semantic Sense Non-local Pragmatic Sense CHECKLIST TO INVESTIGATE THE PRESENCE OF LOCAL AND NON-LOCAL CULTURE, AND THE FOUR DIMENSIONS APPENDIX I QUESTIONAIRE TO EVALUATE THE CULTURAL ELEMENTS No Questions Does the book give any information, instructions or suggestions about how the cultural content may be handled? A Yes B No Does the book address specific learners? A Yes B No Do they include: A a variety of cultures? B just specific ones such as British or American culture? Are there any topics that might not be culturally suitable for the learners in class? A Yes B No Does the cultural information represent A the reality? B the author's own ideas? Is the cultural information presented with comments such as being good or being bad? A Yes B No Would a teacher using this book need specialized training to be able to use it? A Yes B No, there is enough information given What are the learners supposed to with the cultural information? A using actively B just be aware of it for a better understanding of the culture Are the cultural ratios disseminated in the three grades A almost the same B totally different 10 Is there the most prominent cultural dimension presented in the textbooks? A Yes B No II ... ENGLISH TEXTBOOKS “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” A PRELIMINARY EVALUATION ĐÁNH GIÁ BƯỚC ĐẦU CÁC YẾU TỐ VĂN HOÁ TRONG SÁCH GIÁO KHOA “TIẾNG ANH 3”, “TIẾNG ANH 4”, “TIẾNG ANH 5” M.A MINOR... textbooks “Tiếng Anh 3”, “Tiếng Anh 4”, “Tiếng Anh 5” A preliminary evaluation‖ is a Minor Programme Master thesis It is aimed at examining the cultural elements presented in the textbooks Tiếng Anh. .. Hoàng Văn (Tổng Chủ biên): Tiếng Anh 3; Tiếng Anh 4; Tiếng Anh 5, Nhà xuất Giáo dục Việt Nam, 2014 29 Ý, Nguyễn Như, (1998) Đại từ điển Tiếng Việt, Trung tâm ngơn ngữ văn hóa Việt Nam, Bộ giáo