| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 97 === Abstract
This thesis explores on the knowledge content of cultural competence indicators in elemenatry school English textbooks by content analysis. The researcher examines (1) the frequency on the incorporation of the cultural competence indicators into learning objectives in the textbooks, (2) the presentation of the cultural competence indicators into textbook contents, and (3) the content knowledge of cross-cultural understanding in elementary English textbooks. The teachers’ guides were applied as references. The findings are (1) Among the total of 499 lessons studied, competence indicators related to cultural globalization were applied 390 times. 7-1-1 were applied 59 times (11.82% ). 7-1-2 were applied 26 times (5.21%), 7-1-3 in 218 times (43.69) and 7-1-4 in 87 times (17.43%). (2) Of the frequency, among the seven series, the leading one present 7-1-1, -2, -3 and -4 60 times. The least series have 27 times. (3) There are 93 times present cultural understanding and differences, 26 lessons on our native cultures, 218 lessons on social manners in communication, and 39 lessons on exoticism and commercial cultures, 15 lessons on others such as climates. (4) English/American and our native holidays and festivals are the main themes in cultural understanding and differences. Holidays and festivals in Taiwan for the native cultures. International social manners in communication are for multi-languages. Food or world sports are for exoticism and commercial cultures. However, despite the efforts done by the textbook editors and publishers, it is understandable that the students’ language abilities and class hours limit the presentation in depth and width. Finally, suggestions to teachers, testbook publishers, and future studies are made.
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