A study on the features of source culture, target culture and international culture represented in textbook tiếng anh 10, tiếng anh 11 and tiếng anh 12 of the 10 year curriculum

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ********************* NGUYỄN THỊ HỒNG HẠNH A STUDY ON THE FEATURES OF SOURCE CULTURE, TARGET CULTURE AND INTERNATIONAL CULTURE REPRESENTED IN TEXTBOOK TIENG ANH 10, TIENG ANH 11 AND TIENG ANH 12 OF THE TEN-YEAR CRRICULUM m M.A MINOR PROGRAMME THESIS Field: English English Linguistics Code: 8220201.01 Hanoi, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* NGUYỄN THỊ HỒNG HẠNH A STUDY ON THE FEATURES OF SOURCE CULTURE, TARGET CULTURE AND INTERNATIONAL CULTURE REPRESENTED IN TEXTBOOK TIENG ANH 10, TIENG ANH 11 AND TIENG ANH 12 OF THE TEN-YEAR CRRICULUM nh t m M.A MINOR PROGRAMME THESIS LUẬ VĂ HẠC SỸ Field: English English Linguistics Chuyên ngành: Ngôn ng Anh Code: 8220201.01 Supervisor: P f D H Cán HD: GS S H Hanoi, 2018 V V Vâ Vâ CERTIFICATION OF ORIGINALITY I hereby certify that the minor thesis entitled “A study on the Features of Source culture, Target culture and International culture Represented in textbook Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 of the 10-Year Curriculum” submitted in partial fulfillment of the requirements for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi is my own study, and that it has not been submitted for any degree to any other universities or institutions Where other sources of information have been used, they have been identified and acknowledged Signature Nguyen Thi Hồng Hạnh ACKNOWLEDGEMENTS To accomplish this study, I am indebted to many people for their essential and thoughtful help First and foremost, I would like to express my most sincere gratitude to my respectable supervisor, Prof Dr Hoang Van Van for his restless and sympathetic encouragement and critical feedback Without his guidance, this thesis has not been materialized I would also like to acknowledge a particular debt to Dr Huynh Anh Tuan for his invaluable advice and enthusiastic support Another person I wish to acknowledge my thank is Dr Ngo Tu Lap, my American Studies‟ lecturer, who I have disturbed many a time to ask for his worthy hints though he is not my supervisor My sincere thanks also go to the librarian Nguyen Duc Ta Without his help I could not collect such large amount of material about the topic I also thank my dear colleagues at Tam Duong High School for all their help, support and encouragement when I encountered difficulties Last but not least, I would like to express my thanks to my friends who were willing to help me during the course In particular, I find myself owed to my family especially my husband and my children for their love, care and tolerance in completion of this thesis ii ABSTRACT Since the dawn of human civilization, human beings have borne in themselves their cultural identities No one knows for sure since when cultural values were transmitted from one community to another population, but we are sure it was, in ancient times probably within their communities or to neighbouring communities, and then up to now to other communities or even overseas ones with different frontiers It has long been proved that language is the most significant aspect that make up cultural value of a society Thus, language textbooks should be those containing cultural content This study aims to investigate source culture, target culture and international culture represented in the new textbook series English 10, English 11 and English 12 of the ten-year curriculum for Vietnamese high schools and helps to promote the continued development of intercultural competence in language education based on Cortazzi and Jin‟s (1999) category and another category i.e neutral culture based on Aliakbari‟s (2004) category and Xiao (2010)‟s suggested themes for detecting big “C” and little “c” culture aspects The present study is conducted in the hope of finding out: (1) which source of culture among Source culture, target culture and international culture is the most dominant in the selected textbooks and (2) to what extend are these sources represented in the textbook series The main findings of the study revealed that Vietnamese culture and International culture gained the highest proportion of cultural references in the books While target culture was secondly densely referenced Of all the 16 themes for little “c” and big “C” „lifestyle‟, „literature/ art‟ and „values‟ of little “c” and „education and „social norms‟ of big “C” have gained highest frequency of other themes Very few references of „economy‟, „politics‟ could be explored in the books Among the cultural data input, pictures and images accounts the most coverage of the cultural value in the thesis iii LIST OF ABBREVIATIONS ASEAN : Association of Southeast Asian Nations ICC : Intercultural Communicative Competence EFL : English as a Foreign Language MOET : Ministry of Training and Education VC : Vietnamese Culture TC : Target Culture IC : International Culture C1 : Learners‟ native culture C2 : Target culture iv LIST OF TABLES Table 2.2.a The structure of the target textbooks Table 2.2.b The structure of ONE unit of the target textbooksTable Table 2.2.c The theme of each unit in the textbooks Table 3.2.1.a Cultural and Culture-free sections of One unit in the books Table 3.2.1.b Numbers of aspects of analysis on culture-related content/total units Table 4.3 The themes of the units in the textbooks under Big C and little c culture Table 3.2.2 Source Culture, Target Culture, and International Target Culture in section Culture and Communication of each unit in the three textbooks Table 4.1.1 Frequency and percentage of Source Culture, Target Culture and International Target Culture in the textbooks Table 4.1.2 Frequency and percentage of big “C” and little “c” in three books‟ unit themes Table 4.2 Frequency and percentage of the 16 themes in the textbooks Table 4.2.3 Frequency and percentage of culture-related content in the textbooks v LIST OF FIGURES Figure 2.1.1 Iceberg Model of Culture Figure 2.7.a An example of Culture-free section in the target textbooks Figure 2.7.b An example of Textbook selection with Cultural information vi LIST OF APPENDICES Appendix Content analysis card of one unit Appendix Table 3.7 Coding guidelines for the nine themes of big “C” culture (adopted from Xiao, 2010, p 39, cited by Dehbozorgi, Amalsaleh, Kafipour, 2009 ) Appendix Table coding guidelines for little “c” culture (adopted from Xiao, 2010, p 40, cited by Dehbozorgi, Amalsaleh, Kafipour, 2009 ) Appendix Samples codes for “Modes of Addressing” Subcategories under “Social norms” of Big “C” vii TABLE OF CONTENTS PART A: INTRODUCTION Rationale of the study Aims of the study and research questions Scope of the study Significance of the study 5 Method of the study 6 Organization of the study PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND AND LITERATURE REVIEW 1.1 Textbook evaluation 1.1.1 Textbook 1.1.2 Textbook evaluation 1.1.3 The roles of textbooks in language education 1.2 Culture and language 10 1.2.1 Culture 10 1.2.2 Language 12 1.2.3 Culture and language 12 1.3 Classification of cultural content in English Textbooks 13 1.4 Some related studies 17 CHAPTER 2: RESEARCH METHODOLOGY 20 2.1 Research context 20 2.2 Research material 21 2.3 Research questions 24 2.4 Research approach 25 2.4.1 Research methodology 25 2.5 Data analytical framework 26 2.6 Data analytical unit 27 2.7 Data collection procedure 28 2.8 Instrument of the analysis 31 2.8.1 Constructing the content analysis card 31 2.8.2 Description of the content analysis card 31 2.8.3 Applying the content anlysis card 31 2.9 Research procedure 32 2.10 Summary 33 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 34 3.1 Introduction 34 3.2 Data analysis and Discussion 35 3.2.1 Data analysis Phase 1: Selection of relevant data and determining the object of each unit 35 3.2.1.1 Data selection 35 3.2.1.2 Determining the object of each unit 36 Student: Nguyễn Thị Hồng Hạnh K25 – QH 2016.E1 most potential interlocutors of Vietnamese learners in their cross-border interactions The names of the countries and regions were found in great density such as Asia, Asean, Singapore, Indonesia, Malaysia, Thailand, Laos, Brunei, China, Mekong Delta, etc Secondly, many cultural elements belonging to other countries and regions such as India, German, Sweden, Africa, Europe, Latin America, Tanzania, Kenya, etc were also named in the textbooks Moreover, the textbook set referred to geographic locations which were described through the introduction of the places that characters come from, live in or stay during different period of their lives More specifically, cities, states, counties or districts such as Stockholm, Copenhagen, Amsterdam, Vancouver, Singapore, Helsinki and Oslo were named in the books as “top ten greenest cities” in the world (English 12, Unit 3, P.39) While Nagana, a mountainous landlocked prefecture in the center of Japan was mentioned as “a longevity hot spot” (English 11, Unit 10, P 67) Sample of local food introduced in the books came from the places such as Okinawan - islands of Japan, Sardina of Italy Nicoya peninsula in Costa Rica (English 11, Unit 10, P 69) Tokyo was described in the books as a city of good infrastructure, but with overcrowded trains and ageing population (English 11, Unit 9, P.52) Korea and one of its cities was also mentioned in the book as an “International Business District” (English 11, Unit 9, P.55) In all over the textbooks, of all locations named, many of them belonged to International Target Culture This geographic information might assist students in getting acquainted with a number of English speaking countries rather than Inner circle countries such as the US and Britain As a consequence, while students may acquire an understanding of native English culture, they also appreciate the position of English in contemporary world as an international language and get exposed to different cultures in the world, both English-speaking and non-English speaking countries In a variety of cases, international culture was included in the books when many worldwide issues such as “Global warming”, “Gender Equality”, “Artificial Intelligence”, etc were discussed Names and descriptions of International organizations such as UNESCO (English 10, Unit 3, Culture, English 11, Unit 8), WHO (World Health Organization), UNICEF, East Meets West (English 11, Unit Student: Nguyễn Thị Hồng Hạnh 58 K25 – QH 2016.E1 4), etc also contributed to making the completion of the picture of International culture represented in the books In summary, the textbooks represented all cultural categories including Source Culture, Target Culture and International Target Culture under all cultural aspects, ranging from tangible to intangible, from surface level to deeper level The findings of this analysis will be discussed so that some further discussion will be given in the next part of the study 3.3 Summary This chapter described the analysis and discussion of the three domains of the thesis: Source Culture, Target Culture and International Target Culture in the textbooks It can be said that the textbooks contained all types of cultures in regard of sources, and those cultural sources were represented through a variety of cultural themes, ranging from the surface level to the deeper ones Findings drawn out from the study and conclusion will be found in the final part of the thesis Student: Nguyễn Thị Hồng Hạnh 59 K25 – QH 2016.E1 CHAPTER 4: FINDINGS AND CONCLUSION This chapter provides the findings of the study It also includes the presentation of data gathered, its synthesis and interpretation 4.1 Findings 4.1.1 Research question What cultural sources are represented in the series of the textbook Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 in ten-year English Curriculum and which cultural source is the most dominant, Source Culture, Target Culture or International Target Culture? Table 4.1.1 Frequency and percentage of Source Culture, Target Culture and International Target Culture in the textbooks Textbook Aspects Source Target International Unidentified of Culture Culture analysis (VC) (TC) Culture (IC) culture (culturefree) English 10 English 11 English 12 Total Pictures 43 32.1% 27 20.1% 42 31.3% 22 16.5% Texts 29 34.5% 25 29.7% 15 17.9% 15 17.9% Activities 11 36.7% 20% 16.7% 26.6% Pictures 59 32.6% 18 10% 74 41% 16.4% Texts 20 35.1% 17 29.8% 13 22.8% 12.3 Activities 29 58% 8% 10 20% 14% Pictures 35 30.9% 26 23% 45 39.8% 6% Texts 24 28.2% 28 27% 17 18.8% 12 14% Activities 17 43.2% 10.8% 13 24.3% 21.7% 775 267 34.4% 158 20.4% 234 30.2% 116 15% 30 Table 4.1.1 presents the percentage and frequency of three types of culture in the textbook series It can be found that throughout the three textbooks, Source Culture and International Target Culture were given almost the same concern with 34.4% and 32.2% respectively Ranking the second is Target Cultural elements which were not so far surpassed in the amount with 20.4% A little bit lower, unidentified cultural content accounted 15% in the textbooks The mild bias in Student: Nguyễn Thị Hồng Hạnh 60 K25 – QH 2016.E1 favour of Source Culture, International Target Culture, and Target Culture proved that the pilot textbooks serve the purpose of “multicultural content” properly Table 4.1.1 also shows comparison of cultural categories among the three books in different cultural aspects In terms of visual Vietnamese cultural elements, three English Textbooks 10, 11 and 12 seemed to have no considerable difference in the amount with 32.1%, 32.6% and 30.9% For visual Target cultural content, English 10 and English 12 were more densely represented with 20% and 23%, which doubled those cultural elements in English 11, with only 10% Pictures of International cultures were more densely represented in English 11 (41%) and English 12 (39.9%) than those in English 10 (31.3%) In regard of all written forms of texts in the textbooks, there was almost no significant bias towards to any cultural sources Source culture elements were mildly more represented in English 10 (34.5%), and English 11 (35.1%) than those in English 12 (28.2%) For the speaking and discussion activities, Vietnamese cultural value was the most densely represented in English 11 with 29 activities, accounting for 58 percent in comparison with 17 and 11 activities in English 12, and English 10, accounting for 43.2% and 36.7% The amount of Target cultural value of speaking and discussion activities in English 10 (20%) overweigh that in English 11 (8%) and English 12 (10.8%) International cultural communication activities were represented more densely in English 12 than those in English 10 and English 11 4.1.2 Research question How are those sources of culture represented in the textbook series Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 in ten-year English Curriculum? Student: Nguyễn Thị Hồng Hạnh 61 K25 – QH 2016.E1 4.1.2.1 The cultural theme of each unit in the books Table 4.1.2.1 Frequency and percentage of big “C” and little “c” in three books’ unit themes Cultural themes Textbooks Total Big C Little c English 10 Book English 11 English 12 Total 10 40% 60% 5 50% 50% 60% 40% 15 15 30 50% 50% 100% 10 10 Table 4.1.2 shows the proportions of the big “C” and little “c” culture in the three books Throughout the textbooks, both “big C‟ and “small c” is well integrated In terms of “big C” culture, these textbooks mention politics, history, economy, geography, literature/art, social norms, education, architectures, and music while “little c” culture is represented through the introduction of ways of thinking which is represented through references of food, holiday, lifestyle, customs, values, hobbies and gestures/ body languages In general, there is no differences in the distribution in the number of “big C” culture references in comparison with the “little c” culture elements, which can be seen in Table 4.4 with the percent fifty-fifty equally to both themes 4.1.2.2 Frequency and percentage of cultural themes in the books Table 4.1.3 Frequency and percentage of the 16 themes in the textbooks Textbook Total Theme English 10 English 11 English 12 Economy 2 Geography Literature/Art Social Norms Education 14 Student: Nguyễn Thị Hồng Hạnh 62 K25 – QH 2016.E1 Architecture 5 Music 0 Food Lifestyles 14 Customs 4 Values Hobbies 0 Gestures/Body 0 Politics History 3 Holiday 2 26 45 12 83 100% 100% 100% 100% Language Total Table 4.1.3 shows that, there is statistically significant difference among the themes in the three books In all the three books, the highest frequency belongs to the lifestyle of “Little c” and Education of “Big C” in English 10, 11 and 12 After lifestyle, the highest frequency is related to the Literature/Art and Music of big “C”” In textbook English 10, themes Music and Hobbies have the highest frequency While in English 11, Literature/Art, Education and Lifestyles gain the highest frequency In English 12, Education, Lifestyles and Politics gain higher frequency than the other cultural themes Student: Nguyễn Thị Hồng Hạnh 63 K25 – QH 2016.E1 4.1.2.3 Frequency and percentage of culture-related content in the textbooks Table 4.1.4 Frequency and percentage of culture-related content in the textbooks Book International Unidentified Source culture Target culture sources target of culture Big “C” English 10 Big little “C” “c” 35 42 % Big little “C” “c” 34 70 % % % English 11 54 50 54 50 % % 46 60 30 40 % % 24 62 4 % percentage 45% 49.3% 41 68 % 33.3 32 52 20 44 25 56 % % % 52 54 22 50 22 50 % % % % % Average “c” % % English 12 little “C” “c” 58 Big little 40 54 25 33 50 67 % % % 53.3% 42.3% 57.6% % 66.7% 47.3 % The data demonstrated in Table 4.1.4 has revealed that there is a statistically unremarkable difference among the three types of culture in terms of big “C” and little “c” themes In general, it has also revealed that the percentage of little “c” in the textbook series is more than that big “c” for all types of cultural sources However, the percentage of little “c” in English 10 and English 12 is found to be the highest for target cultural elements, so it can better acquaint language learners with beliefs, values and ideas of the target society Student: Nguyễn Thị Hồng Hạnh 64 K25 – QH 2016.E1 Conclusion From the above findings, some evaluation outcomes of the analysis can be drawn as follows: First, beside Vietnamese culture and target culture, the textbooks series well represented international target culture, making a considerable cultural coverage of the textbook content This diversity of cultures in the textbook series helped to reflect a fact that multicultural characteristic of EIL has been taken into consideration by the compilers Second, with efficient treatment to cultures of English-speaking countries, the textbook launched a reasonable distribution between three types of culture: the students‟ home culture, the target cultures and the international culture In other words, the textbook series was not English native speakers culturally biased Totally, the highest frequency belonged to source culture (34.4%), almost equal to International culture (30.2%) and target culture (20.4%), respectively The least frequency was occupied by free culture (15%) In this sense, the textbook series meets the requirements of teaching English as an International Language with regards to the cultural content Third, the activities in the textbooks well emphasized the development of students‟ intercultural communication competence This was evidenced in the large numbers of activities that require the students to compare and contrast cultural differences and examine the cultural content critically Finally, this study has found that generally both little “c” and big “C” were present in the textbooks However, in all the three textbooks little “c” plays a pretty more prominent role in everyday communications than big “C” culture in promoting language learners intercultural communicative competence In all the three books, the highest frequency belongs to the cultural themes “lifestyle” and “education” Student: Nguyễn Thị Hồng Hạnh 65 K25 – QH 2016.E1 PART C: CONCLUSION This final part presents some conclusions drawn from the study, comments on the limitations of this documentary research, and makes some suggestions for further studies as well as the author‟s professional development after the research Summary of main findings The results of the study shows that the multicultural analysis of the textbook classified the textbook set as an international target culture textbook series in which students are exposed to more than one culture Not only target culture was well presented in a wide variety of cultural themes, under both big “C” and little “c” culture, Vietnamese culture was apparently dominant nearly equal to world cultures (34,4% and 30,2% respectively) The textbook series accords with our earlier observations of the shift from traditional trends of EFL to intercultural and also in accordance with the authors‟ Foreword in every textbook that the textbook series was designed “with a focus on communication competence.” The analysis gives answers to the questions “what cultural sources are presented in the textbooks, which source is the most dominant and how are these sources represented in the textbooks?” The statistics show that Vietnamese culture and International culture were highlighted over the other categories of culture, while Target culture was more densely referenced than unidentified culture Another noteworthy fact about this study is that of all the 16 themes for little “c” and big “C” the lifestyle, literature/art and values of little “c” and education and social norms of big “C” have gained highest frequency of other themes Moreover, there are few traces of some themes such as economy, politics, history and holidays in any of the textbooks One more important finding of the study is that the textbooks give students great opportunities to expose to different cultures visually Among the cultural data input, pictures and images account for the most coverage of the cultural value in the thesis Last but not least, the textbook series was found to be efficient in helping students develop their critical thinking and international communicative skill through the activities of compare and contrast between different cultures, mostly Vietnamese culture (students‟ home culture) with one or even more than one international cultures or target culture This diversity of cultural origins well matches with Byram et al‟s point of view on intercultural Student: Nguyễn Thị Hồng Hạnh 66 K25 – QH 2016.E1 dimension of language teaching In this regard, Byram et al state in their book that “materials from different origins with different perspectives should be used together to enable learners to compare and to analyse the materials critically It is more important that learners acquire skills of analysis than factual information” (Byram et al, 1994: 19) Hence, it is concluded that the textbook series selected in this study is a good English textbook set from perspective of ICC Implications and recommendation Teaching English cannot be separated from teaching its culture In order to help students master English effectively via the textbook, cultural elements should be highlighted by the teachers during the language lessons Also, it should be highly noteworthy that it is necessary to teach culture to the students so that they can overcome all difficulties or culture shock in real-life communication since “teachers cannot be neutral on cultural issues since they respond to other cultures” (Byram et al, 1994: 30) As human beings and not just as language teachers, the author has done this minor thesis in the hope that this study would provide an effective method for investigating the cultural content of a foreign language textbook It is quite common practice that cultural topics are included in a textbook mainly for studying the language and not for teaching specific cultural knowledge With the analysis results, it is the textbooks‟ English teachers‟ responsibility to find practical solutions to this problem to integrate culture teaching into their language teaching in one way or another Teachers who are interested in the target culture might plan their own extensive teaching program on culture, especially for extra-curricular activities Or they can make some changes when teaching the four skills so that intercultural activities may be integrated into the language classroom Limitations of the study Though the evaluation outcome of the study makes some beneficial contributions to the promotion of the continued development of intercultural competence in language education, it has some limitations as follows Firstly, as documentary research in which the researcher analyzed “the material in its natural setting”, this study is prone to be subjective and lack generalization Student: Nguyễn Thị Hồng Hạnh 67 K25 – QH 2016.E1 Secondly, the research had been done with only one set of the textbooks by one group of authors There were no significant comparisons with other textbooks of the same level of language, for the same objectives, by different groups of authors Although the criteria used for analysis proved to be approximately appropriate, this narrow range of materials prevented the researcher, to some extent, from getting a full idea of the cultural content of English textbooks for the same or for the different students of the same or different levels of education Thus, the analysis has worked quite successfully in the researcher‟s study‟s material, but we not know whether it may be applicable to other teaching materials at other levels, and in other contexts This research, therefore, has unavoidably limited application Finally, since the researcher used hand coding as the main instrument of the study, a few references might be missed Though all the figures collected during the research project were taken into account carefully and analysed comprehensively via different checklists and criteria, errors, however minor, may still be detected Suggestions for further research The study has opened some directions for future research: - This study may be further developed to the extent that some comparison and contrast should be made to other textbooks by other authors or other group of authors with similar or different objectives in broader sample sizes - Similar studies can also be conducted with varying language proficiency levels and different authors - There should be a further study on the shift from traditional trends of EFL to intercultural in English textbooks: from the English textbook series of the sevenyear curriculum to the English textbook series of the ten-year curriculum Student: Nguyễn Thị Hồng Hạnh 68 K25 – QH 2016.E1 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Culture, Target Culture, and International Target Culture introduced in the textbooks Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 of the 10- Year English Curriculum, developing relevant criteria for