| Summary: | 碩士 === 國立政治大學 === 英語教學碩士在職專班 === 106 === The study aims to analyze and investigate the distributions of cultural load in the six volumes of Han-Lin English Textbooks for Junior-high-school Students. Content analysis was employed along with the two coding schemes: Chao’s (2011) Main Categories of Culture and English Curriculum Guidelines for junior-high-school students (2008).
The results indicate that, in the part of cultural categories, quite a lot of content is coded as Universality across Culture (UC), not specific to any cultures. Content of Source Culture (SC) is in proportion to that of Target Culture (TC). Least interest has been put on the presentation of International Culture (IC). Besides, most content related to Intercultural Interaction (ICI) is presented in the form of pictures. With regard to the Guidelines, a large proportion of practices engage learners in introducing their own culture and foreign cultures, followed by the activities which encourage learners to understand and respect different cultures and customs from the perspective of multi-culture. Issues concerning the application of basic international etiquette, however, receive little attention. Overall in the content related to the Guidelines, reading texts and listening scripts are underemphasized.
Finally, based on the findings, pedagogical implications for junior-high-school teachers and publishers are provided, and then suggestions for future research are also made.
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