4.1 the Representation of Different Cultural

國立政治大學國際傳播英語碩士學程 International Master’s Program in International Communication Studies College of Communication National Chengchi University 碩士論文治政大立Master’s Thesis 學國 ‧ ‧ N Representationa of Different Culture Themesy in English t t i i s o r Learning Magazines---n Using “Let’s Talke in English” and a i v l C n “ABC Interactivehe Learning”ngchi U as Examples Student: 蕭玉涵 Sara Hsiao Advisor: 黃葳威 Vivian Huang 中華民國九十九年十月初級英語教材中文化主題的分析— 以大家說英語和 ABC 互動英語雜誌為例 Representation of Different Culture Themes in English Learning Magazines--- Using “Let’s Talk in English” and “ABC Interactive Learning” as 治Examples 政大立研究生:蕭玉涵指導教授:黃葳威學國國立政治大學 ‧ ‧ 國際傳播英語碩士學程 N a y t t A Thesis i i s o r n e Submitted to Internationala Master’s Programi v in International l C n he hi U Communicationngc Studies National Chengchi University In Partial Fulfillment of the Requirement For the Degree of Master in International Communication Studies 中華民國九十九年十月 ii Abstract This study aims to seek what and how culture-related contents are represented and introduced in English learning materials. Two best-selling English learning magazines targeting at basic-level English learners are selected—“Let’s Talk in English” and “ABC Interactive English Magazine”. Through integrating and re-categorizing the classification of cultural themes developed by Fleewelling (1994), Pesola (1991), Robinson (1982), and Chen (2002), the study creates a new system to classify different culture-related topics. Combining with textual analysis, the study examines the forms used to show culture-rela政治ted topics, the representation of different cultural themes, and the balance of introducing different大 cultures. Moreover, the 立 similarities and differences in terms of the way both English learning學 magazines represent cultural themes國 are addressed. The result shows that informative text, contextualized practice,‧ vocabulary, and ‧ pictures are forms commonlyN used by both magazines. In Let’s Talk in English (LTE), a y t various forms are adoptedt in introducing the same topic; while ABCi Interactive io s English Magazine (ABC)n uses only one form on each topic. Bothr magazines include a e l i v big C themes, i.e. politics, economy, C and literature and smalln c themes such as hengchi U celebration of holidays and traveling. However, LTE uses examples concerning American lifestyles to illustrate these themes, whereas ABC combines more different foreign and local cultures in representing culture-related topics. The findings also suggest the diversity and immediacy of English learning magazines on the representation of culture-related topics. iii Acknowledgement * Every step I take, You lead me with Your grace……♫♪♫ This is a quote from the lyrics of my favorite song; meanwhile, it closely describes my journey of writing my thesis. To me, it’s not as easy as it seems; however, it’s not as difficult as I imagined. There are many details you need to pay attention to and many trifles for you to handle. I have learned much during the journey. For example, I know more about what政 to chas治e for, how to find out the answers to my questions, and above all, always keep the passion toward大 knowledge. It’s an important 立 lesson of life, and I am so glad that I have achieved this level. 學To me, it is worthwhile. There are many “angels”國 on my way to finish my thesis. First of all, my instructor, professor Huang, she gives me much flexibility to arrange‧ my thesis ‧ schedule, and she alwaysN helps me solve my problems with patience and a y t encouragement. Also, tmy oral defense committee members: Professori Lin and io s Cheng. They provided men with many practical and theoretical opinir ons that polish my a e l i v thesis and improve my academic C visions. Of course, manyn thanks go to my family hengchi U and friends. You are always my motivation when I have writing blocks or I feel like quitting. Mom, thank you for tolerating me frequently postponing my graduation schedules; Sis, thank you for running errands for me when I was stuck with my thesis and being a “silent” supporter; My church friends and worship band members, thank you all for praying for me and cheering me up; My classmates from elementary school to graduate school, I love you all; My Erasmus and Swiss “amis”, merci pour tes encouragements (Tu me manques X); above all, my two Fathers in heaven, I would like to give all the honor to you— to God and David Hsiao. iv Contents Chapter 1 Introduction ………………………………………………………………………….1 1.1 Research Background…………………………………………………………….1 1.2 Research Objectives and Questions………………………………………………3 The Significance of the Present Study……………………………………………3 Research Questions……………………………………………………………….4 1.3 Definition of Terms……………………………………………………………….5 治政大 Chapter 2 Literature Review………………………………………………………….6立學 2.1 Language and Culture…………………………………………………………….6 國 2.1.1 Culture and Communication………………………..……………................6 ‧ - Representation‧ of Culture………………………………………………...9 N - The Classificationa and Representation of Culture………………………..9y t t i i 2.1.2 Culture Teachingo and Learning…………………………………………….12s n r a e - Development of Culture Teaching/History………………………………..12i v l C n h U - Culture Teaching Strategies……………………………………...………..13engchi - Objectives of Culture Teaching……………………………………………18 - Divergent Views on Cultural Teaching……………………………………19 - Obstacles to Culture Teaching…………………………………………….22 2.1.3 Concept of Worldview……………………………………………………...22 v 2.2 Children’s English Teaching and Learning of Culture…………………………...25 2.2.1 Teaching Culture in English………………………………………………25 - The Role of English Teachers on Culture Teaching……………………...25 - Successful Case in Children’s English and Culture Teaching…………...27 - Evaluation/Assessment on Culture Learning………………………...….27 2.2.2 Children’s English and Culture Learning…………………………..….…28 治政大 2.3 Children’s English Learning立 Materials in Taiwan……………………….….…...29 學 - Forms of Cultural Information………………………………………….…….29 國 - Teaching Materials to Aid Culture Teaching…………………………………....30‧ ‧ 2.3.1 Introduction Nof Children’s English Learning Materials in Taiwan…………..31 a y t - English Textbook……………………………………………………………..31t i io s - English Learning Magazines……………………………………………...….32n r a e l i v - Cultural Imperialism in Coursebooks………………………………...………34C n hengchi U - Suggestions for English Learning Materials……………………………...…..36 2.3.2 Cultural Themes in English Leaning Materials…………………………......37 Chapter 3 Research Method……………………………………………………...….....39 3.1 Text Analysis …………………………………………………………………….39 - Textbook Evaluation/ Criteria for Teaching Material Evaluation………………40 3.2 Material Selection………………………………………………………………..41 3.3 Research Flowchart………………………………………………………………45 vi Chapter 4 Research Findings……………………………………………………......49 4.1 The Representation of Different Culture Themes…………………………..…...49 - Ways to Present Culture-related Topics…………………………………....…49 - The Role of Pictures in Culture-related Topics……………………………...58 - Different Cultural Themes ………………………….…………………..…...60 4.2 The Two English Learning Magazines……………………………………..……82 - Comparison and Contrast of the Two English Learning Magazines……..…..82 4.3 Other Findings………………………………………………………………..….政治 98 大立 Chapter 5 Conclusions, Limitations, and Suggestions……………………….……..103學 5.1 Discussion and Conclusion…..…………………………………………….…...103國 5.2 Limitation and Suggestion……………………………………………………...107‧ ‧ N a y t t i io s References ……………………………………………………………………..…...108n r a e l i v English Reference…………………………………………………………………..108 C n hengchi U Chinese Reference…………………………………………………………………..111 List of Appendix: Appendix 1--- Checklist used to analyze English learning magazines……………..116 Appendix 2--- Examples of culture-related contents in forms of pictures………….119 Appendix 3--- Examples of culture-related contents in forms of illustrations……...120 Appendix 4--- Classification of different culture-related contents……………...….121 vii List of Tables: Table 2-1-1 English level requirement for each English learning magazine………..33 Table 3-3-1. Forms of presenting culture-related topics…………………………….46 Table 3-3-2. Different cultural themes…………………………………………........47 Table 3-3-3 Goals of culture instruction…………………………...………………..48 Table 4-1-1 list of forms of presenting culture-related contents and examples……..50 Table 4-1-2 Representation forms of政 culture-related治 contents in both magazines…..52 Table 4-1-3 distribution of holidays and festivals in two大 magazines………………..72 立學 Figure 3-1. A flow chart國 of the study procedure……………………………………45 ‧ ‧ N a y t t i io s n r a e l i v C n hengchi U viii Chapter 1 Introduction 1.1 Research Background Language is inseparable from culture (Atkinson, 1999; Diaz & Botnton, 1995; Heiman, 1994) and it is an integral part of a culture (Flewellings 1994; Kramsch, 1981& 1993; Schleppegrell, 1995). In other words, language and culture are interrelated and interdependent. By the same token, language learning is often seen as culture learning (Bex, 1994; Shanahan, 1998). In addition to the four elements of foreign language learning: listening, speaking, reading, and writing, culture is the fifth element. Therefore, 治 foreign language learning should include政 the culture context大 since the language “is always learned in a context 立of understanding the people of another culture” (Brown, 學 1994). Namely, linguistic competence for cross-cultural communication can be achieved 國 only if the teaching of language is carried out in the context of the foreign culture. ‧ According to the‧ British Council, it is estimated that over

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