A Survey on Chinese Elements of English Textbooks in Senior High School

Bin Lu; Yirong Wang

doi:doi:10.11648/j.ijla.20200804.22

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A Survey on Chinese Elements of English Textbooks in Senior High School

Bin Lu, Yirong Wang

Published in International Journal of Literature and Arts (Volume 8, Issue 4)

Received: 22 June 2020 Accepted: 14 July 2020 Published: 4 August 2020

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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.

Published in	International Journal of Literature and Arts (Volume 8, Issue 4)
DOI	10.11648/j.ijla.20200804.22
Page(s)	259-271
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Chinese Elements, Textbook Evaluation, English Textbooks, Survey Research, Cultural Awareness

References

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[3]	Gao Hao. (2012). The Study of the Introduction of Traditional Chinese Culture Elements in textbooks: Take Physics Textbooks as an Example. Journal of Shandong Normal University (Humanities and Social Sciences Edition). 04, 135-139.
[4]	Karen, Risager. (2009). Language and culture Pedagogy: From a National to a Translation Paradigm. The Modern Language Journal, 93 (2), 307-308.
[5]	Qian Wang. (2015). Study on the New Model of College English Teaching under the Setting of Multimodality. Universal Journal of Educational Research, 08: 473-477.
[6]	Ma Yanming. (2015). The System Composition of the Chinese Element and Related Problems. The big view of advertising. 10, 13-15.
[7]	Cui Yiqing. (2010). The Interpretation of the Traditional Chinese Culture Elements in University English Textbooks. Journal of Shenyang Agricultural University (Social Science Edition). 01, 78-81.
[8]	Hu Dingrong. (2013). Textbook analysis: Elements, relationships and organizational principles. Curriculum, Teaching Materials and Method, 02: 17-22.
[9]	Gao Lingbiao. (2001). The Analysis Model and Category of textbook. Curriculum, Teaching Materials and Method, 03: 1-5.
[10]	Hong Li. (2012). Application of the Multimodal Discourse Analysis Theory to the Teaching of College English Listening and Speaking. IERI Procedia, 02: 319-324.
[11]	Qiao Ailing. (2002). Macroscopic and Microcosmic Design Evaluation of Foreign Language Textbooks. Shandong Foreign Language Teaching. 03: 75-77.
[12]	Viorel D, Viorel M. (2015) Scientific Literacy in School. Procedia-Social and Behavioral Sciences, 209: 167-172.
[13]	Cunningsworth, A. (2002). Choosing Your Coursebook. Shanghai: Foreign Language Education Press. 102-136.
[14]	Liu Daoyi. (2004). Brief Research on Evaluation Criteria of English Teaching Materials. Educational Practice and Research, 12: 14-17.
[15]	Zhao Xun. (2008). The Multicultural Education Thought and its influence on Curriculum Theory. Studies in Foreign Education, 12: 14-17.

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Bin Lu, Yirong Wang. (2020). A Survey on Chinese Elements of English Textbooks in Senior High School. International Journal of Literature and Arts, 8(4), 259-271. https://doi.org/10.11648/j.ijla.20200804.22

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Bin Lu; Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int. J. Lit. Arts 2020, 8(4), 259-271. doi: 10.11648/j.ijla.20200804.22

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Bin Lu, Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int J Lit Arts. 2020;8(4):259-271. doi: 10.11648/j.ijla.20200804.22

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@article{10.11648/j.ijla.20200804.22,
  author = {Bin Lu and Yirong Wang},
  title = {A Survey on Chinese Elements of English Textbooks in Senior High School},
  journal = {International Journal of Literature and Arts},
  volume = {8},
  number = {4},
  pages = {259-271},
  doi = {10.11648/j.ijla.20200804.22},
  url = {https://doi.org/10.11648/j.ijla.20200804.22},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20200804.22},
  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.},
 year = {2020}
}

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TY  - JOUR
T1  - A Survey on Chinese Elements of English Textbooks in Senior High School
AU  - Bin Lu
AU  - Yirong Wang
Y1  - 2020/08/04
PY  - 2020
N1  - https://doi.org/10.11648/j.ijla.20200804.22
DO  - 10.11648/j.ijla.20200804.22
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 259
EP  - 271
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20200804.22
AB  - 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.
VL  - 8
IS  - 4
ER  -

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Author Information

Bin Lu

School of Management, Shinawatra University, Bangkok, Thailand; School of Foreign Languages, Luoyang Normal University, Luoyang, China
Yirong Wang

School of Foreign Languages, Luoyang Normal University, Luoyang, China

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Plain Text BibTeX RIS

APA Style

Bin Lu, Yirong Wang. (2020). A Survey on Chinese Elements of English Textbooks in Senior High School. International Journal of Literature and Arts, 8(4), 259-271. https://doi.org/10.11648/j.ijla.20200804.22

Copy | Download

ACS Style

Bin Lu; Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int. J. Lit. Arts 2020, 8(4), 259-271. doi: 10.11648/j.ijla.20200804.22

Copy | Download

AMA Style

Bin Lu, Yirong Wang. A Survey on Chinese Elements of English Textbooks in Senior High School. Int J Lit Arts. 2020;8(4):259-271. doi: 10.11648/j.ijla.20200804.22

Copy | Download

@article{10.11648/j.ijla.20200804.22,
  author = {Bin Lu and Yirong Wang},
  title = {A Survey on Chinese Elements of English Textbooks in Senior High School},
  journal = {International Journal of Literature and Arts},
  volume = {8},
  number = {4},
  pages = {259-271},
  doi = {10.11648/j.ijla.20200804.22},
  url = {https://doi.org/10.11648/j.ijla.20200804.22},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20200804.22},
  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.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - A Survey on Chinese Elements of English Textbooks in Senior High School
AU  - Bin Lu
AU  - Yirong Wang
Y1  - 2020/08/04
PY  - 2020
N1  - https://doi.org/10.11648/j.ijla.20200804.22
DO  - 10.11648/j.ijla.20200804.22
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 259
EP  - 271
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20200804.22
AB  - 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.
VL  - 8
IS  - 4
ER  -

Copy | Download