初中人教版英语目标教材中的本土文化内容研究.docx

初中人教版英语目标教材中的本土文化内容研究 Chapter 1 Introduction 1.1Brief Introduction of the Study In 1982, Hammerly claimed that the foreign language learners who want tocommunicate with native speakers, must get a sense of the world view native speakers haveof themselves and their own country. In others words, language learning and culturelearning cannot realistically be separated. So it is now generally accepted that learning aforeign language is not simply mastering the language and its culture, but moreappropriately focused on learners’ native language and native culture. Thus Chinesetraditional focused purely on linguistic issues is not scientific.In 1995, Cunningsworth stated that Textbooks are main resource in achieving aimsand objectives that have been already set in terms of learner need. Especially, in China,Chinese educational textbooks are regarded as authorities, teachers and students rely ontextbooks very much, so textbooks are the most significant channel of 1anguage andculture input in EFL classroom teaching of junior high schools, and they are powerfulinstructional tools for conveying culture knowledge and play a vital role in teaching orlearning process.In the aspect of culture teaching, in 1996, Saussure stated that textbooks are the mostcommonly used teaching resources and most of the teachers are not trained sociologists oranthropologists, so they have to rely heavily on the textbook; In the aspect of culturelearning, textbooks are the most significant channel of 1anguage and culture input in EFLclassroom teaching of junior high schools, so they are powerful instructional tools forconveying culture knowledge and play a vital role in learning process. ….. 1.2Significance of the Research In China, EFL teaching is conducted under one national syllabus, the quality of EFLteaching depend on the content of the textbook, textbooks become the main resource oflanguage and culture teaching and learning. What’s more, due to the reality, students areimpossible to contact with the target culture enough, so native culture is more important atthis time. However, compared with the increasing number of studies on linguistic contentevaluation in textbook, there are few studies on culture-related content in Chinese Middleschool EFL textbooks. To address this unbalanced situation the present author embarks onworthwhile endeavor to explore the culture-related content in Chinese middle school EFLtextbooks.We all know that although EFL teaching is conducted under one national syllabus inour country, but there still exist many versions’ textbook in junior high school. It is notsensible and possible to put all the course books into the present study, so the authorchooses the junior high school’s English textbooks published by People’s Education Press(2007) as study subject conducted. The result of the evaluation will be matched andelaborated to address the question: Whether there exists the native culture’s fatiguephenomenon in "English (go for it)";? If have or not, what suggestions could be made? Bydoing the research, the author hopes that it helps teachers examine the effectiveness of theculture •related content in the textbooks already in use, and identify their particularadvantages and disadvantages so that optimum use can be made of their strong pointswhile their weakness can be got rid of through adaptation. … Chapter 2 Literature Review 2.1 Overview of Native Culture Studies We all know that language and culture have a close relationship, they are inseparable.In real life, people often use language to express culture. In the process of foreign languagelearning, so we cannot too conducive to target culture, should pay more attention to nativeculture.According to Cortazzi and Jin’s theory (2001) on culture in English textbooks, thereshould have native culture, target culture and international culture. In addition, Hall (2005)assumes, culture is communication and communication is culture. Sometimes, for theforeign language learners, the culture learning needs to learn concerns target culture andnative culture. So talking about communication must involve culture: native culture andtarget culture. Target culture refers to the culture belonging to the target language; nativeculture means that the culture of foreign language learners’ own country. The native culture refers to learners’ own culture (Cortazzi & Jin, 2001), for exampleChinese culture in EFL textbooks in China, such as food, history and weather and so on arealso native．Liu Zhanzi (2000), native culture is deeply rooted in the lives of native people.Comprehending the system of knowledge is quite essential for FL learners. According toLiu Changjiang(2003), the native culture is passed on by the native people as the time goeson. It is the basis of living of the local people and the source of condensation of the socialpower. … 。