多元文化视域下外研社版《高级英语》文化内容评价

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ClassifiedIndex：H31UDC：821SecrecyRate：．P．．．．．．u．．．．b．．．．．1．．i．．．c．．．i．．z．．．．e．．．—d—UniversityCode：1008至一HebeiUniversityofScienceandTechnologyDissertationfortheMasterDegreeEvaluationontheCulturalContentofAdvanced，English(FLTRP)fromthePerspectiveofMulticulturalismCandidate：Supervisor：AssociateSupervisor：AcademicDegreeApppfiedfor．Speciality：Employer：DateofOralExamination：LiJingProf．LiuJunshuanMasterofArtsEnglishLanguageandLiteratureSchoolofForeignLanguagesMay,2013 河北科技大学学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的作品或成果。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：嘻酌沙哆年箩月力1日指导教师签名：斗涨≥oI≥年'月≯)曰河北科技大学学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权河北科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。口保密，在一年解密后适用本授权书。本学位论文属于询≮保密。(请在以上方框内于丁‘‘√”)学位论文作者签名：棚指导教师签名：；牌垢加，弓年岁月21日2_0l；年F月≯}曰 摘要摘要多元文化主义出现在20世纪90年代的美国，其倡导各民族文化平等、相互交流、共同提高。在此理论下，多元文化教育逐渐发展起来，它要求教育应当在多元文化背景下进行，使不同文化背景的学生接触和尊重其他文化，从而顺利实施跨文化交际，培养文化批判意识。鉴于语言和文化的密切关系，在语言教学特别是作为全球性语言的英语语言教学中，应当倡导和实施多元文化教育。本文根据拜拉姆(Byram)的评价模式以及巴捷特(Buttjet)和拜拉姆(Byram)提出的教材组编的四个方面。提出了适合本文的新的评价模式及评价标准。定性分析和评价《高级英语》(修订版，张汉熙主编)(1、2册外语教学与研究出版社)课文语料中体现的文化内容。研究结果表明，(1)宏观文化层面，该套教材所描述事件多发生在20世纪60年代至80年代的西方国家，文本选择的历史素材多为典型的重大历史事件，文章中描述的多为西方政治制度及其缺点；(2)微观文化层面，本文主要关注了以下两个方面：主要角色的社会背景(年龄和性别)和文化行为发生的地点。通过定性分析得出，该套教材的主要角色集中于中年白人男性群体；文化行为发生的地点包含广泛，家庭、学校、社区、船舶等公共场合均有涉及，而且比例基本平均：(3)跨文化层面，教材语料涵盖了广泛的文化主题，不同的文化主题的描写有利于培养学生的跨文化交际能力，此外这些语料写作目的不是为成为英语教学的教材而是出于对真实历史事件的描述评论等且多发表于世界知名期刊、广播电台或见于著作中，可信度高：(4)国际性层面，作者主要从作者的国籍层面分析，结果表明该套教材中的文章作者70％为美国国籍，并在美国生活和接受教育，所写文章多体现美国文化。最后，本论文的研究结果给该套教材的使用者和编写者提供了有效建议。关键词多元文化；教材评价：文化内容 河北科技大学硕士学位论文AbstractMulticulturalism，whichappearsin1990sinAmericaadvocatesthepromotionofdifferentcultureequality,mutualpene仃ationbetweendifferentethnicgroups．Underthisframework,multiculturaleducationdevelopsanddemandsthateducationshouldcarryoutinamulticultumlcontextandthatlearnerscomingfromdifferentculturesshouldrespectothercultures．Therefore，atthebackgroundofmulticulturalismandmulticulturaleducation，theEnglishlanguageteachingshouldinitiateandimplementmulticulturaleducation．BasedonByram’ScriteriononexaminingtheculturalcontentsoftextbooksandthefourlevelsofmaterialsorganizationproposedbyButtjes&Byram，thisthesisputsforwardanewevaluationmodeltoanalyzeandevaluateAdvancedEnglish(RevisedEdition，editedbyZhangHanx0Book1andBookHpublishedbyForeignLanguageTeachingandResearchPress．Theresearchresultscontainfourmainparts。First，intheaspectofmacroculture，compilersofAdvancedEnglishchoosestypicalhistoricaleventsforthetexts’materialsandmostofmattersinthetextbookshappenedbetweenthe1960sand1980s．Mostofthesematerialsdescribeandreflectthewesterncapitalpoliticsanditsdisadvantages．Second，intheaspectofmicroculture，mostofcharactersinthesetwotextbooksaremiddle-agedwhitemales．Therearevariousdifferentsitesofculturalactivities，suchasfamily,school，communities，shipsandotherpublicoccasionsandtheirproportionsarenearlysame．Third，intheinterculturallevelanalysis，theresultsshowthatthetextculturalthemescoverawiderange．ThesedifferentculturalthemesprovidedifferentculturestolearnersSOthatthesematerialscompletethemaingoalofcultivatinglearners’interculturalcommunicationcompetence．Inaddition，allthematerialsbasesonrealeventsandpublishedinworldwell-knownjournalsorradiostationsorbooksanditsaimistodescribeandcommentthehistoricalevents．Itsmaterialshavethehighreliability．Fourth，intheinternationallevelanalysis，thisthesisstudiesthewriter’Snationalities．MostwritersinAdvancedEnglishareAmericansandtheproportionis70％wholiveandlearninAmerica．Theresultofthisthesiscouldgivesomesuggestionstousersandcompilersofthesetextbookstoo．1I AbstractKeywordsMulticulturalism；TextbookEvaluation；CulturalContent 河北科技大学硕士学位论文Contents摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·IIChapter1Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯‘11．1ResearchBackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯”11．1．1TheSyllabusforEnglishMajors⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。11．1．2MulticulturalismandMulticulruralEducation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·11．2TheDiscriptionofAdvancedEnglishCourse⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。21．3ThePurposeofTlliSResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯’31．4TheS仃ucnlreoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯’3Chapter2LiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·52．1MulticulmralismandMulticulmralEducationinForeignLanguageTeaching⋯⋯·52．1．1TheImportanceofMulticulturalismandMulticulturalEducationinForeignLanguageTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯‘52．1．2nleMulticulturalEducationDevelopmentandResearchinForeignLanguageTeaching⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯-·72．2TextbookEvaluation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯92．2．1TheRoleofTextbookMaterials⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·。92．2．2CriteriaoftheTextbookEvaluation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯10Chapter3TheStudyDesign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·‘153．1EvaluationneoreticalFrameworkforCulturalContentsofTlliSThesis⋯⋯⋯”153．2AnalysisMethods⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯17Chapter4EvaluatingTextMaterialsoftheAdvancedEnglish⋯·⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯194．1MacroCultureAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯204．1．1PoliticsBackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯。204．1．2SocialandHistoricalBackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯214．2MicroCultureAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯234．2．1Character’SSocialBackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯‘234．2．2SitesforCulturalActivities⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·244．3InterculturalLevelAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一254．4InternationalLevelAnalysis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．27Chapter5Conclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·31TV Contents5．1MainFindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·⋯·315．2TheSignificanceofThisStudy‘····⋯·····-······················‘····⋯··············-··················‘325．3Suggestionstousersandcompilersofthesetextbooks‘········································’325．4LimitationsofThisThesisandImplicationsforFutureStudies⋯⋯⋯⋯⋯⋯⋯⋯⋯·33References⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯··35Publication⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·⋯⋯⋯⋯⋯⋯·38Acknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯39V Chapter1Introduction1．1ResearchBackground1．1．1TheSyllabusforEnglishMajorsAsanimportantelementandcontent，cultureisveryessentialfortheEnglishlearners．ForEnglishmajorsteaching，theMinistryofEducationprovidestheconductivedocument,theEnglishteachingsyllabus．ThissyllabusprovidesthedirectionforEnglishlanguageteachingandlearningofhighereducationinChina．ThissyllabuspointsoutitisthedevelopmentofinterculturalcommunicationabilityoflearnersthatbecomesthemainandessentialaimofEnglishlanguagelearningforEnglishmajors．Thatistosay,whenteachingtheEnglishlanguage，teachersshouldPaytheirattentiontotheenhancementoflearners’interculturalcommunicmionability．Thesyllabusalsofocusesonthecultivationoflearners’sensitivityandtolerabilitydealingwiththeinterculturalcommunication．ThissyllabusindicatesthatChineseEnglishlanguagecommunityhasrealizedthemulticulturaleducationshouldconnectwithEnglishlanguageteachingandlearning．1．1．2MulticulturalismandMulticulturalEducationMulticulturalismpresentsthatallculturesareequal．Differentethnicgroupsshouldrespectothernationalcultures．Inpresent，thecharacteristicsofmulticulturalismincludefirst，thediversityofculture．Multiculturalismexistsinthepresentsocietyandthefirstfeatureisthediversityofculture．Multiculturalismembodiedinthediversityofthenationalculture，thediversityofbehaviorandthediversityofvalues．Secondfeatureistheequalityofcultures．Multiculturalismistocombatracialandculturalinequality．Multiculturalactivistsbelievethatthereisnoanykindofcultureisexcellentthanothers；itcannotimposeitsownculturalstandardsondifferentcultures．Sotheculturalequalityisthecorecharacteristicofmulticulturalism．Forthesescholars，eachculturehasitsuniquevalueandonecannotcommentwhichcultureisgoodandwhichoneisbad．Allculturesareequal．TheyallhaveanequalfighttOdevelopthemselves．Multiculturaleducationisasubjectthatdevelopsbasedonmulticulturalism．ItdemandsthatscienceeducationshouldcarryonatthemulticultumlbackgroundSOthatitcalqmakethelearnersunderstandandrespectothercultures．ItishelpfulforthebeRer 河北科技大学硕士学位论文Interculturalcommunicationanddevelopinganawarenessofculturalcriticism．InthebackgroundofglobalmulticulturalismandconsideringthetightconnectionbetweenEnglishlanguageandculture，itisessentialtopromotemulticulturalteachingandlearningintheEnglishlanguageteachingbecauseEnglishhasbecometheinternationallanguageatpresent．EnglishhasfourmainfeaturesastheinternationallanguageⅢ(L．Smith1976)．First，as“internationallanguage”，Englishisnotonlythelanguageusingintheinternationalcommunicationbutalsothelanguageusinginthenational-widecommunication．Second，EnglishastheinternationallanguagedoesnothavethetightconnectionwiththecultureoftheEnglish-speakingcountries．Third，intheEnglish-speakingcountries，Englishrootsinculturesofthesecountries．Fourth，thebasicfunctionofEnglishiStocommunicatetheideasandcultureofdifferentcountries．TextbookiSthemostimportantwaytolearntheforeignlanguageduringtheteachingprocess．Cortazzi&Jin囝f，1999)proposethatEnglishtextbooksshouldbedividedintothreekinds：sourceculturematerials；targetculturematerialsandinternationaltargetculturematerials。Referringtotherequirementsofmulticulturaleducation，thetextmaterialsthatusedinEnglishlanguageteachingshouldbetlleinternationaltargetculturematerials．Thatistosay,thematerialsshouldcontainboththeEnglish—speakingnations’cultureandnon—English—speakingnations’culture．Thecurriculumisthemostimportantparttoreflectthemulticulturaleducation．Therefore，toachievethedemandsofmulticulturaleducationandinternationaltargetculturematerials，weshouldembodymulti-cultureinthedesignoftheEnglishCOurSeS．ThecultureiSthesourceofthecourse．Multiculturalcurriculumusuallyineludesthreeimportantcomponents：curriculumcontent，teachingmethodsandparticipants．AsaseniorEnglishcourse，AdvancedEnglishCanprovidethegoodmaterialsandofferarichlanguageenvironment．Therefore．itiSrepresentativetochoosetheAdvancedEnglishcoursetextbookasresearchmaterials．1．2TheDiscriptionofAdvancedEnglishCourseTextbookshavetheimportantfunctionsinthelanguageteachingprocess．Itisimpossibletoignoretheroleoftextbookastheresourceofknowledge．AsCortazzi&Jindescribe“⋯setofmaterialsandactivitiesfromwhichthemostappropriateorusefulitemswillbechosen’’【3](Cortazzi&Jin2001：199)．TheAdvancedEnglish(RevisedEdition．BooklandBook11)usedbyjuniorandseniorEnglishmajorsinmanycollegesanduniversitiesinChina．Allthearticleschoose2 fromtheongm甜textsorsomeofthemaleexcerpts．ItpublishedbyFo您ign厶狮毋垃2口lP口酌ingand尺esearch觑豁anditsaimisgraduallycultivatingtheawarenessoftheconnecnonbeMeenEnglishlanguageandculture【4】．TheAdvancedEnglishtakesup36weeksand72hoursintotal．Itintroducestherelatedculn脱kIlowledgeaIldtextsexplaIlationPJAlltheelementsaboveprovetheimportanceof彳d蝴cPdE唧西办course．1．3ThePurposeofThisResearchAttheaboVebackground，multiculturalismandmulticulturaleducationismemaindeVelopmenttendency．InChina,theSyllabusdemandsthatEnglishlan目赡teaclliIlga11dJe锄mgshouldfocusontheimprovementoflearner’sinterculn戚coI姗眦licativecom州ence·Inaddition，theteachingmaterialsalethemainresourCetogajnl(110wledgeforEngliSlllanguagelearners·Therefore，evaluatingthecultumlcontentsinteacllingmaterials1Sslgnificant·Moreover,theAdvancedEnglishcourseisthedominatingcourSeIbrEngllshmajors，SOthethesischoosetheteachingmaterialsusedinthiscourSe．1hemalnpurposeofthisresearchisgivingadescriptiverese砌to彳加以cPJE嘴1iShfReviSedEditio琢BookIandBook1I)publishedbyForeignLQn辨n暨eRachtng觚tReSe觚hP您ssandfindoutthatwhatthecultural蝴呶波isinAdvancedEnglish(RevisedEdition,BookIandBook11)．1．4TheStructureoftheStudvthisthesiscontainsfivechapters：啪印teroneIStheintroduction．Itpresentsageneralimroductiont0thjsresearch．1ncJudlngthebackgroundofthisresearch：multiculturalism，multiculn砌educationandt11esyllabusforEnglishmajors．Afterwhichtheauthordeseribesthe彳棚硎删括办courseandIllustratesthepurposeandsignificanceofthisstudy．Atlast，nleau也0rshowstheoverallstructureofthisresearch．cnapter№ISliteraturereview．Itreviewsthe咖onanceanddevelopmentofmulticllltllraleducationinforeignlanguageteaching，somerelevanttlleoriesforculturecontenteV甜嘶0nandthecurrentrelevantstudyonmulticulturalism．姗at，smore．“s也eslsalsopresentssomefamoustextbookevaluationmodelsandcriteriaforcul眦dIIlchapterthree，thereisthestudydesign．Thisthesisprovidesnledetailedresearchdesignofthisthesis．Thefourthchapteristhematerialsculturalcontents．Itconductsthecultl】I-aleValuationoftheAdvancedEnglish(FLTRP)contentsevaluationofAdvancedEnglishbased3 河北科技大学硕士学位论文ontheauthor’Sowntheoreticalframework，analysisanddiscussionontheresultsoftheevaluation．Thefifthehapterreceivesaconclusionofthisstudy．ItcommentstheadvantagesanddisadvantagesofAdvancedEnglishandproposessomesuggestionsforusersandcompilers．Atlast，therearetheimplicationandlimitationsofthisstudy．4 Chapter2LiteratureReview2·1MulticulturalismandMulticulturalEducationinForeignLanguagerT’●●1eaclalng2．1．1TheImportanceofMulticulturalismandMulticulturalEducationinForeignLanguageTeachingMulticulturalism(orethnicdiversity)relatestocommunitiescontainingmultiplecultures．Thetermisunderstoodintwobroadways，eitherdescriptivelyornormativelv．Asadescriptiveterm，itusuallyreferstothesimplefactofculturaldiversity．Asanormativeterm，itreferstoideologiesorpoliciesthatpromotethisdiversityoritsinstitutionalization．Therefore，multiculturalismhasthesamepointswithglobalization．Globalizationmeans”culturaldiversity”whichessentiallyreferstothemultilingualculturethatcontail】smeEnglishculture，ChineselanguageandChineseculture，aswellaSotherlanguagesandcultures。引．Thatistosay,globalizationcallsformulticulturaleducationtoo[71．Infact、duetothewidespreadapplicationofEnglishintheworld，EnglishhasbecomeallInterlinguasharedbydifferentcultures，thusAmericanorBritishEnglishisnolongertheonIv”standardEnglish”．Therefore，Englishlearningshouldnot{lastrefertotheAnglo-Americanlanguagelearning．ThecultureofEnglish．speakingnationsnotonlvcontainsthecultureoftheAnglo-Saxoncountriescultures．AlthoughtheEnglishandAmericanculturalknowledgeistheveryimportantpart，theculturalknowledgeofotherEnglish。speakingnationsisalsotheessentialpart．Therefore，thelearnersshouldpaytheirattentiontothisculturalknowledgeofnon-English—speakingcountriestoo．Atthesametime，theyshouldevenstudytheunderculturalknowledgeofotherlanguageswhichcanenrichtheirculturalheritage．Multiculturaleducationplaysanimportantroleinfosteringcross。culturaltalent．Cross。culturaltalentcultivationshouldbeginfromfollowingaspects：first，cultivationofabroadculturalhorizon．Multiculturaleducationbroadenstudents’cultllralhorizonsthroughthedisseminationoftheworldculture，SOthattheycanunderstandand印preciatethehistoricaloriginsandculturalessenceofthenationalculture，aS、vellaSnleworldculturalorigins，developmentandspiritualessence；second，establishmentoftheoDenconCeptonworldculture．Multiculturaleducationmustalsoinfiltratethroughoutthecultureconcept，developcross-culturalawareness．StudentsnotonlyhasadeeD5 understandingofthenationalculturebutalsotheawarenessofrespect，toleranceandacceptanceofallcultures；third，promotionofthepositivecross-culturalemotion．Theprocessofmulticulturaleducationisaprocessofemotionalexchangewiththenationalcultureandworldculture．Therefore，weshouldpayattentiontothestudents’cross．culturalemotionalinfluence．Studentsshouldneitherindulgeinthenationalculture，norenvyothercultures；theyshoulddevelopself-esteem，self-love，andequal，open，mutual-respectedattitudesoncultures；fourth，enhancementofthecomprehensivecross．culturalcompetence．Multiculturaleducationshouldfocusonhowtoallowingstudentstomasterinterculturalcommunicationability,anddecision—makingcapacityindealingwithinternationalsocialandpoliticalaffairsis]．Theessenceofthemulticulturaleducationisculturalqualityeducation．ThereistightconnectionbetweenEnglishlanguageandcultures【9】．Intheworld，thereisnocultureseparatingfromlanguage，thereisnolanguagewithoutculture【lo】．Languageisnotneutral；itconveysideas，cultures，andideologiesembeddedinandrelatedtothelanguage，thereforelanguageeducationneedstoexaminenotonlyonthepurelylinguisticlevel，butalsoonthebroadersocialandpoliticallevel【ll】．Universityasthesupremeinstitutionofthepersonneltraininghasthedutytocarryoutthemulticulturaleducation．From1950totheendof2006，t11ereare1,047，010studentsstudyinginChina．Inaddition，thetotalnumberofvariousstudentsstudyingabroadis121．17millionfromtheendof1978to200711引．Thisrealitydemandstheuniversitytoimplementmulticu]【turaleducationtolearnandabsorbtheforeignlanguageandcultureunderthepremiseOfmasteringlocalChineselanguageandculture．Therefore，‘foreignlanguageteachingplaysanirreplaceableroleinthisaspectanditshouMoccupytheimportantpositionwhichisdeterminedbythenatureandcharacteristicsoftheforeignlanguageteaching．．．Foreignlanguageteachingshouldnotseparate．fromtheculturesplit．，，1131Cross．culturalforeignlanguageteachingproclaimsthatforeignlanguageteachingshouldincludethirdgoals：theprimarygoalislearninglanguageandliterature；theseniorgoaliscultivatingthesocialandhumansensitivity；andtheultimategoalistodevelopinterculturalcommunicativecompetence【】4】．“Multiculturaleducationcontainsprograms．coursesoractivitiesdesignedfo，．口玎learners．Theseprograms，coursesoractivitiescanpromotetherespectforculturaldiversityduringthecultureeducation．ThiskindofeducationcanpromoteintegrationandacademicSuccess,promoteinternationalunderstanding,makeitpossibletofightagainstexclusionwithvariousdifferentcultureitsaimshouldbetounderstandthecultural6 developmentofowncultureandtoappreciateandthenthefindappreciatetheglobalculture．thecultureoftheneighboringcountries，，，【15】2．1．2TheMulticulturalEducationDevelopmentandResearchinForeignLanguageTeachingMulticulturaleducationappearsanddevelopssince1990sinAmerica．ManyAmericanmulticultllraIeducationscholarshavestronglyadvocatedthatimplementationofmIllticul删educationshouldfocusontheandtrainingofstudents’globalmulticulturalidentity,relevantknowledgeandskills．Forexample，thefamousAmericanmulticulturaleducationscholarBankspointedoutthat：“MulticulturalEducationiScommittedtodevelopingstudents’gtobalidentity,knowledge，attitudesandskills,whichwillhelpthemindealingwithandresolvingglobalaffairsbecomeflexibleandefficient．”【16】MulticulturalcontenthasbecomeincreasinglywidespreadinthecorecurriculumatcollegesaIld嘶versitiesi11theUnitedStates[171．Sincethe1990s，UnitedStatesrumsitsdirectionofmulficulturaleducationfrom‘'thenationalmulticulturaleducation，，to·'theglobalmulticulturaleducation’’anditscorevaluesis”multiculturaleducationisdefinedastheglobalstrategyoftheeducationalanditextendsthebasicsystemofmoralprinciplesandbehavioryardstickbeyondnationalboulldaries⋯，，[nSlThisfullydemonstratesthat，intheb2uckgroundofglobalization，multiculturaleducationintheUnitedStatesdoesnotconfinetocoordinateandresolvedomesticmulticulturalism．ItbeginstofocusonenhancingAmerican’SglobalawarenessandmakeseffortstopromotetheimportanceofAmericainsolvingmanyglobalmulticulturalissues【19】In1998，UnitedNationsEducational，ScientificandCulturalOrganizationputoutHigherEducationintheTwenty—firstCentury：VisionandAction．Thisdeclarationpointsoutthatonthisnewinternationalenvironment，theessentialfunctionoftheuniversityisdevelopingstudents‘globalconsciousness，makingthemlearnandunderstandthemutualdependingrelationshipbetweenpeopleandsociety,masteringandunderstandownandotherculture．Foreverynation，therearealsothedetailedpoliciesestablishedbythenationaleducationdepartmentsandtheiraimsaredevelopinglanguagelearners’multicuituralconsciousnessandinterculturalcommunicationability．EU·SSocratesPmgramintegratesandlinksrelatedtothecross-bordereducational7 河北科技大学硕士学位论文exchangeprogramsthroughtheverticalandhorizontalscaleplan，andstrengthenstheawarenessoftheEuropeandimensionanddevelopspositivecitizensoftheworld18】．InAustralia,thegovernmentsdemandschoolsanduniversitiestoopenbilingualcoursessothatitcanprotectthemigrant’Sownlanguageandculture120](Bumnet,1998)．DuetothecomplexityoftheethniccompositionofCanada,theCanadiangovernmentmainlyimplementsafocusonculturemosaicmulticulturaleducationmodel【211ThefamousBritishcomparativeeducationscholarWatsonisalsonotedinthisregard：‘‘TherealityCannotbeavoidedthattherearenotonlytheChristiancivilizationbutalsotheIndiancivilization，Chinesecivilization，theArabcivilizationintheworld．Thereforewemustreeognizetheculturalandreligiousdiversityanddifference．”【22】Thereport“2005Curriculum：21stcenturylife—longeducation'’issuedbytheSouthAfricangovemmenLnamelythewell·known2005CurriculumReform，requiresstudentstobeproficientinatleasttwolanguagesinordertocommunicateindifferentlanguagedistrict．Thecurriculumreportprovidesthepurposeoflearninglanguages‘'tounderstandandappreciatedifferentlanguagesandculture”．Intheyearof2001，JapangovernmentgivesthereportthatemphasizesEnglishlanguageteachingshouldputtheeyeontheglobalculturenotonlytheGreatBritainandAmericanculture．SomescholarsmaketheresearchontheEnglisheducationcontentbasedonmulticulturaleducationtheoryandlanguageimperialismtheory．Tian【23】(2010)analyzestherelationshipofculturaldiversityandmulticulturaleducation．Inthispaper,shepresentsthemaintrendsofmodemmulticulturaleducation．Gao[241(2009)researchestheCOUTSCdesignrulesforEnglishwhichissecondlanguageinAustraliaandpointoutthattextsmaterialsshouldbeaddedotherculturesnotonlytheAmericanandGreatBritaincultures．Seovelt2sl(2003)considersthatastheinternationallanguage，EnglishlanguageshouldbelongtousersandEnglishtextmaterialsshouldabsorbtheuser’Scultureandatthesametime，itshouldincludealltheEnglish-speakingandnon—English-speakingcountries’culturetoo．Inaddition，somescholarsstudythepresentteachingtextsmaterialsfromtheperspectiveofmulticulturalism．NorwayscholarRagnhildLund【26】(2006)giveadetailedcomparativeanalysisontheculturestructuresoffoursetsofEnglishteachingmaterialswhichareusedinNorwayextensivelybyusingthequantitativeandqualitativeresearchapproaches．Zheng[273describesthegoalsofmulticulturaleducationandanalyzesits8 coursedesign．LeestudiestheseniorhighschoolEnglishteachingmaterialsandfindsthatinthesematerialsmostoftheculturecontentandinformationcomesfromBritishandAmericanwhichisregardedasbestculture．Inaddition,thescholarAkbarAzizifar128】analyzestheEnglishtextbooksthathaveastrongglobalinfluencefrom1970stothepresent．ThisresearchindicatestheWestern珊liteCollar’SindividualismandtheirideologythatworkingCallchangelife．2．2TextbookEvaluation2．2．1TheRoleofTextbookMaterialsThereisnodoubtthatEnglishistheinternationallanguageintheworldanditplaysacrucialroleinworldwiderelationships．Formanycountries，Englishlanguageeducationpolicyhasbecomeamajorattentionoftheirofficials【291．TextbooksareimportantresourcesforteachersinassistingstudentstOlearneverysubjectincludingEnglish．Theyarethefoundationofschoolinstructionandtheprimarysourceofinformationforteachers．“FortheEFLlearners,thetextbookbecomesthemajorsourceofcontacttheyhavewiththelanguageapartfromtheinputprovidedbytheteacher’，【301TextbooksareregardedastheuniversalelementofELT．HutchinsonandTorres[31Jpointoutthatnoteaching—learningsituationiscompleteuntilithasitsrelevanttextbook．Coursebooksrepresent‘‘thevisibleheartofanyELTprogram’’andthesetextbooksarethebasisformuchofthelanguageinputthatlearnersreceiveintheclassroom[321．Richards133](2001)suggeststhatinsomesituations，textbooksmayprovidethebasisforthecontentofthelessons，andkindsoflanguagepracticethelearnerstakepartin．Inothersituations，textbooksmaysupplementtheteacher’Sinstruction．Textbookcouldofferideasaboutteachinglessonsanditactasasortofteachertraining．Textbooksarethebestresourceforcompletinggoals．Atthesametime，thetextbook’Sdesignshouldconsiderlearner，Sneeds[341．AccordingtoCunningsworth035】，COurSebooksplaymanyrolesduringtheprocessofEnglishlanguageteaching：1)Aresourceforpresentationmaterial2)Asourceofactivitiesforlearnerpracticeandcommunicativeinteraction3)Areferencesourceforlearnersongrammar,vocabulary,pronunciation，etc4)Asourceofstimulationandideasforclassroomlanguageactivities5)Asyllabus(wheretheyreflectlearningobjectivesthathavealreadybeen9 determined)河北科技大学硕士学位论文6)Aresourceforself-directedlearningorself-accesswork7)AsupportforlessexperienceteacherswhohaveyettogaininconfidenceThecoursebooksaretheessentialtoolsforallthelanguageteachersandlearners．Teachersandlearnersshouldnotconsiderthecoursebooksastheirmaster．However,theessentialpointisthatteachingmaterialscarlinfluencewhatteachersteachandhowtheydoitinELT【36】．MajorityofcoursebooksusedinChineseuniversitiesarefullofBritishandAmericanculturalcontents．ThisissignificantandhelpfulforstudentstolearnfullyBritishandAmericanculturalknowledgebutitdosenotsatisfytherequirementsofmulticulturaleducation【371．2。2．2CriteriaoftheTextbookEvaluationMcDonoughandShaw’ScriterionTherearetwostages：oneiStheexternalevaluationandtheotheriSintemalevaluationinMcDonoughandShaw’Sevaluationmodel[381(2003)．Thismodelprovidesasystematicevaluationforthetextbook．Theexternalevaluationconsidersifthecompiler’Sclaimsarejustifiedandachieved；whetherthetextbookmaterialsarekeyandimportant，thelayoutofthematerialsandSOon．Whereastheinternalevaluation，itconsiderstheconsistencyofexternalevaluationandinternalorganizationofthelanguageitems．Theimportantpointisthatinthismodel，theyconsiderthematerials’culturalspecificity．Hutchinson&Water’scriterionHutchinson&Water’Smodelisamatchingmodel．Thereasonisthattheyproposed，‘'Evaluationisamatterofjudgingthefitnessofsomethingfor口particularpurpose．Evaluationis。then,concernedwithrelativemerits．Thereisnoabsolutegoodorbad—onlydegreesoffitnessfor珐erequiredpurpose．，?㈣Theirevaluationmodelasfollows(Figure2-11：10 Figure2-1Thematerialevaluationprocess【40】NevilleGrant’scriterionNevilleGrantproposesa‘'three—stageprocess’’criterioninhisworkMakingtheMostUseofYourTextbook【4¨(1987)．Thiscriterionincludesinitialevaluation(whetherthetextbookmaterialsmeetrequirementsandwhatextenttheymeetthedemands)，detailedevaluationandin—useevaluation．Healsomeansthatagoodlanguagecoursebookmustcaterforsyllabusneeds，learner’Sneeds，andteacher’Sneeds．BreenandCandling’ScriterionBreenandCandlingproposethattheevaluationhastwostages[421．Forthefirststage，itisabouthowtochoosethecoursebooks，consideringthebook’Smaintargetandcontents，thebook’Sdemandsfortheteacherandlearnersinlanguageteachingclassroom．Themaintaskofsecondevaluationstageisconsideringlearners’sensitivitytothelanguagelearningandthenprovidingsomestandards．VanElsetal’ScriterionVanElsetalalsogiveshisopinionaboutthematerialsevaluation．Hismodelincludes(1)matchingteachingsyllabusorformtothematerialsandcheckitembyitem；(2)collectingandanalyzingusers’judgmentorquestionnaires；(3)comparingfeaturesoftwoormorematerials；(4)experimentalresearchontheteachingeffectofamaterial[4羽．By豫m’ScriterionByram’Scriterionisregardasthethoroughandreasonablecriterionfortheevaluation．】1 Thistextevaluationcriterionismoreconcernedwithculturalcontent(Figure2—2)．Figure2．2Criterionfortextbookevaluation[441￡!i鲤!i苎!．o!!!兰!垒壁垒竖￡!曼!坚璺垒Q望．．————Focusonculturalcontent：●socialidentityandsocialgroups(socialclass，regionalidentity,ethicminorities)●socialinteraction(differinglevelsofformality；asoutsiderandinsider，)●beliefandbehavior(moral．religiousbeliefs；dailyroutines)●socialandpoliticalinstitutions(stateinstitutions，healthcare，lawandorder．socialsecurity,localgovernment)●socializationandtheIifecycle(families，schools，employment,．ritesofpassage)●nationalhistory(historicalandcontemporaryeventsseenasmarkersofnationalidentity)●nationalgeography(geographicfactorsseenaSbeingsignificantbymembers)●stereotypesandnationalidentityi翌b型i!：3埋i型：：兰Y磐§21§21旦筌i22型塾宝望2型P宝：!一．——QianYuan[45】proposeshismaterialevaluationcriterionbasedonVanElsetal’sevaluationmodelin1995．Hepointsoutthattheevaluationprocessshouldcontainsthefollowingstages：(1)toanalyzethecoursebookbasedonthesyllabusorevaluationlist；(2)tousetheinterviewsandquestionnairestorealizetheusers’feedback；(3)tohavethecontrastofcoursebooksandfindthefeatures；(4)makingexperimenttocheckthetextmaterials’effectiveness．AccordingtoZhouXuelin(1996)，theevaluationcriterioncontainssixaspects：materialsandteachingtheories，materialsandteachingoutlines，materialsandlearners，tIleselectingofthematerials，thedesignofmaterialexercises，supplementarymaterial．130]LiuDaoyi【46】(1999)putshistenaspectsofmaterialsevaluation：expansibility；ideologicallevel；systematicness；scientificalness；interest；advancement；practicalness；evaluative；creativity；expandedfunction．Afterreviewingthematerials’evaluationcriteriaofforeignandChinesescholars，this12 thesisfindsthatforeignscholars’criteriaempathizesimportanceoflearnersandwhetherthetextmaterialsadaptlearners’learningstyles．Besides，theyalsogivethedetailedanalysisprocess．Chineseexpertsfocusonwhetherthetextmaterialshavetheaccordancewimtheinstructionalsyllabus；whethertextmaterialsmeetlearnerandteacher’Sneeds；whetherthetextmaterialsareauthenticandunderstandable．Thereisnoaspecificcriterionforc山．u'alcontentevaluationoftextmaterialsandthismustprovideanewcriterionforculturalcontentevaluationasCheng[471holdsthattheevaluationcriteriashouldfitwithournation’SneedsSOthattheevaluationwillbeeffective．Integratingpreviousscholars’opinions，consideringthedemandsofmulticulturaleducation，theproposesitsowncriterionforthisresearch．Thjscriterionincludeswhetherthesematerialsareauthentic；whichaspectsoftheculturalcontentareincludedinAdvancedEnglishmaterials．13 河北科技大学硕士学位论文14 Chapter3TheStudyDesignAfterreviewingtheopinionsofpreviousscholarsandconsideringthedemandsofmulticulturalism，thisthesisproposesitsowncriterionforthisresearch．Inthiscriterion，itproposeswhichaspectsofthecultureareincludedinAdvancedEnglishmaterials．3．1EvaluationTheoreticalFrameworkforCulturalContentsofThisThesisAccordingtoButtjes&Byram【481(1990)，thematerialsorganizationshouldconsiderfouraspects．includingmacro．culturelevel，micro—culturelevel，internationallevelandinterculturallevel．Foreachlevel，therearedifferentelementsconcemed(SeeFigure3—1)．Figure3-1Fouraspectsofmaterialsorganization【491一．至垒坠!堡翌!笪i墨堕壁!g曼壁鱼望噬壁坠曼§巳墼垒一一．Macro．cultureMiero-eultureInternationallgvelPolities，socialandhistoricalbackgroundCharacter’ssocialbackground：socialclass．placeoforigin．profession．sitesofculturalactivities，thecharacters‘attitude，viewofvalues，worldviewsTheinternationallevelprovidesthedemandthatcultureelementsandactivitiesshouldcovertheglobalculturesnottheEnglish—speakingcountries’culturesbecauseEnglishhasbeenthe“intemationallanguageill,,(L．Smith1976)．L．SmithexplicitlypointsoutthatEnglishhasfourmainfeaturesasthe“internationallanguage”．Firstly,Englishisnotonlythelanguageusingininternationalcommunicationbutalsothelanguageusinginnational-widecommunication．Secondly,astheinternationallanguage，Englishdoesnothavethetightconnectionwiththeculture，oftheEnglish-speakingcountries．Thirdly,intheEnglish-speakingcountries，Englishrootsinculturesofthesecountries．Fourthly,astheinternationallanguage，itsbasicfunctionistocommunicatetheideasandcultureofdifferentcountries．HisideaissupportedandsupplementedbyRoberMcCrum【501(1992)，DavidGraddolIS1](1997)，DavidCrystal[52】(1997)andMichaelToolan【531(1997)．Theimerculturallevelmeansthatthemaingoaloftheforeignlanguageteachingand15 learningistocultivatelearners’interculturalcommunicationability．AccordingtothefunctionsoftheEnglishastheinternationallanguage，textbooksmaterialsshouldcontainmulticulruralcomems．ThiskindofmaterialiScalledinternationaltargetculturemmerialswhichmeansthatthematerialscontainthecultureofEnglish-speakingandnon—Englishspeakingcountries．Atthemeantime，referringtotherequirementsofmulticulturalismandthesyllabus，thematerialsinChinaforeignlanguageteachingshouldbeintemationaltargetculturematerials．Therefore，thisisalsothesignificanceofthisresearch．Inthisthesis，theauthorgivetheanalysisofthematerials’culturalcontentsoftheAdvancedEnglish(RevisedEdition)(Book1andBook111usinghernewcriterionandevaluateswhetherthesebooksareinternationaltargetculturematerials．Finally,moresuggestionswillprovidetotheEnglishlanguageteachersandlearnersthatareusingorwillusethesebooksinthefuture．Thecompilerswillgetthesignificantadviceforthetextbookcompiling．Afterreviewingandunderstandingthecurrentsituationfortextbookmaterialsevaluation,thisthesiswillsetupaformworkfortheculturalcomemevaluationoftheAdvancedEnglishtextsbasedonthefundamentalrequirementsofmulticulturaleducationandtheimemationaltargetculturematerials．ThisthesistendstoanalyzeandevaluateAdvancedEnglishtextbooksfTomthefollowingfouraspects，namely,macro-levelculture，micro．1evelculture，interculturallevelandimemationallevel(Figure3—2)．Figure3-2EvaluationframeworkforculturalcontentsofAdvancedEnglish(FLTRP)至＆墨!婪曼!i坠罟￡坚!!望￡曼!￡壁望!￡壁垒垒￡』}垡!坚丝璺璺芝』塑￡幽丘巴昌21婴——■Macro．1evelculturePoliticsbackgroundSocialandhistoricalbackground●Micro-levelcultureCharacter‘ssocialbackgroundSitesforculturalactivities●Interculturallevel!121宝巴型2翌璺!!宝∑型一TheinternationalbackgroundofthewritersCaninfluencetheinterculturalperspectivereflectedintheirwritings．Therefore，thisthesismakesthewriter’Sinternationalityastheimportantelementtoconsiderintheinternationallevelanalysis．16 Finallvyetimportantly,theauthenticityofthematerialsandtheculturalthemesarealsoimportantrequirementsintheorganizationandarrangementofthematen砒saccordingtoTomlinson154]andCunningsworth151]．Therefore，evaluatingtheculturalcontentsshouldconsidertheseparts．Theauthenticmaterialsaresignificantforusersmle锄ingEnglishlanguageandculture．Thedifferencesofculturescouldmakelearnerscllltivatetheirinterculturalcommunicativecompetence．3．2AnalysisMethodsBecausemetextmaterialscontainmostculturalcontentinthetextbooks，thisthesischoosesthetextmaterialsineachlessonasthecontentoftheculturalevaluation·111t11istllesis。theauthormainlyusesthequalitativeanalysismethodinevaluatingthecultluaIcontentofAdvancedEnglishtextbookswithherestablishedframeworkandusesthequantitativeanalysismethodasasupplementarymeans·Forafewaspects，thisstudyanalyzesmaterialsandquantifiesthenumberofdifferentitems，aIldfinallyworksouttheproportiontoseethedifferentproportionsofdifferentcultur-alelementS．Afterallanalysisandevaluationdone，theresearchmakestheconclusionaboutculturalcontentsorganizationofAdvancedEnglishmaterials·Whendoingmacrolevelanalysis，microlevelanalysis，interculturallevelanalysisa11dintemationallevelanalysis，thisthesisusesthequalitativeanalysismethodandthenaccordingthequalitativeanalysisresults，thethesisSHIllSuptheresultsandprovidesformswithexactquantity．17 河北科技大学硕士学位论文18 Chapter4EvaluatingTextMaterialsoftheAdvancedThisstudyevaluatesandanalyzestheculturalcontentinAdvancedEnglishfromthefollowingfouraspects，namely,theangleofmacro-levelculture，theangleofmicro．1evelculture，theinterculturallevelandtheinternationallevel．Beforeanalyzingthematerialsculturalcontentsofarticles，itisnecessarytoconsiderthematerials’authenticity．ThereasonisthatrealmaterialsCallreflecttherealculture．Basedontherealmaterials，theforeignlanguageteachingissignificantandlearnerscanreceivetherealdifferentcultureandpromotecorrectlytheirinterculturalcommunicationability．Tomlinson[541(1998)believesthatmaterialsprovidedinclassshouldberegardedaSthestimulusforstudents’reactionincommunication；anymaterial，aslongastheyaredesigned，briefed，adaptedorcorrectedforpurposeofteaching，isnolongerauthentic．“ReallyauthenticmaterialismaterialthatcreatesanauthenticresponsP．tha，informs,challenges,stimulates,enrichesexperience，encouragescuriosity,developsjudgment,anddoestheotherthingsthatreallanguagedoes’’【141．Onthisaspect，AdvancedEnglishpresentstherealtextmaterialsinarticles．Forallthe30articlesinAdvancedEnglishareselectedfrommainstreampublicationsofGreatBritainandAmericasuchaspopularmagazinesandbroadcastcompaniesandimportantinternationalnewspapers，forexample，TheMiddleEasternBazaarinBookILesson1isselectedfromAdvancedComprehensionandAppreciationpieces．ThewritersofthearticlesaretheexpelsinusingofEnglishandmostofthemarenativespeakers．Someworkspreparefornativereaders，forexample，inBookI，ShipsintheDesertofLesson3。SpeechonHitlerjlnvasionoftheUS．S．R．ofLesson5andinBookIIInauguralAddressofLesson4．Thesearticlesarenotforteachingmaterialsbutforaddressingrealproblemsinreality．ThewritingsinAdvancedEnglishtextbooksareauthenticcreationwrittenbvnativewriters．Thesesarticleswroteinrealculturalcontext．Theaimistocon】muIlicartei11realdailylife．Ofcourse，someofthearticlesareexcerptsandsomeareabridged．Forexample，Hiroshima--the‘。Liveliest”C卸inJapanisexcerptsfromanAmericanradioprogrampresentedbyEdKayandMarkTwain--MirrorofAmericaisexcerptsfromNationa，19 河北科技大学硕士学位论文Geographic．Thepurposeofabridgingistomakeculturalcontentseasytolearn．Thisabridgingishelpfultolearnerstounderstandandaccepttheculturalcontents．Inconclusion，inAdvancedEnglish，thematerialsareauthentic．，nleoriginalpurposeofwritingthesematerialsistocommunicateintherealcontext．Basedontheserealmaterials，thisthesisevaluatestheculturalcontentofeacharticle．4．1MacroCultureAnalysisAccordingtoZhang【491(2007)，themacro．cultureincludespolitics，socialandhistoricalbackground，etc．4．1．1PoliticsBackgroundPoliticsisanimportantelementofthemacroculture．InAdvancedEnglish，therearefivearticlesinBookOneandBookTwowhoseculturalthemesarepolitics．Therefore．thisthesischoosesthemasmaterialstostudythepoliticsofmacroculturei刃，esefivearticlesincludeTheLoons，1776,Marrakech，InauguralAddres&SpeechonHitler§lnvasionoftheU．S．SR．TheLoonsisanovelanditbasesonthebackgroundthatintheendof19mcentury,MetisPeoplefightagainstCanadianFederationcontrollingtheirhomelandbutmeyfail．Inthisnovel，theMetisgirlPiquetteTonnerredonotbeacceptedbythemainstreamofthesociety,butshecannotchangeherownculturalbrandandfinallyshehastoopposetheinequalityoftheauthenticsocietywithherdeath．nletext1776isabouttheSecondContinentalCongressconvenedinPhiladelphiain1776，inwhichtheunitedcoloniesvotefortheirindependenceandestablishmentoftheUnitedStates．Inordertomakethevoteonindependenceofficialandformal，HancockappointedtheclergymanWitherspoonCongressionalChaplain．Somemembersinsistedtheabolishmentofslaveryshouldbeincludedinthedeclaration．However,southemstateswouldnotapproveitbecausetheyseemedunabletoleadalifewithoutslaves．Finally,theSecondContinentalCongresswitnessedthesigningoftheDeclarationofIndependence．Inthisarticle，theauthorpresentsavividpictureaboutSecondContinentalCongress．ItiseasyforlearnerstofindtheshortageofAmericanpoliticalsystemandintemalcontradictioninAmerica．MarrakechdescribesthepoorandunculturedlifeinMarrakech．Thewriterconcludes，‘'Allcolonialempiresareinrealityfoundedupon砌妇fact．”Fromthissentence，thelearnersCanfindthattheauthorofthisarticleopposestheimperialismandcolonialism．InInauguralAddress，J．FKennedysendsoutAmericanpoliticalproposal：theUnited20 States，theself-appointedleaderofthe‘：teedemocracies”，ispreparedtopayanypricetodefendhumanrightsandthelibertyandindependenceoffreenations，SOtheyshouldsupportandacceptherleadership．Heisalsopreparedto“opposeanyfoe”，SOtheyshouldnegotiateandcooperate．ThisisawonderfulandauthenticpresentationaboutAmericanpol“icalproposalandpurpose．LearnerscouldgettherealnarrationaboutAmericancultureintermsofpolitics．SpeechonHitler≥lnvasionoftheUS．S．Risabroadcast．Inthisbroadcast，ChurchillindicatesthepoliticalviewsofBritain‘‘TheNaziregimeisindistinguishablefromtheworstfeaturesofCommunism”and‘"ifHitlerinvadedHell，wouldmakeatleastafavourablereferencetOtheDevilintheHouseofCommons，，【5l】．Intermsofpolitics，thecompilersofthesebooksonlyfocusontheAmericanandBritishpoliticalsystemandthedisadvantagesoftheseCapitalcountriespoliticalrulespresented．4．1．2SocialandHistoricalBackgroundForthesetwotextbooks，mostofarticleswroteorpublishedduring1960sand1980s．Becausecultureelementschangewiththequickdevelopmentofeconomyandsociety，thetextmaterialsshouldcatchupwiththepathofchangeSOthatthetextscouldcovermostdifferentcultures．Finally,thelearnersCanacquiredifferentcultures．Thisisalsotherequirementsofforeignlanguagecultureteachingandmulticulturalism．Figure4-1Thearticles’publicationdateinAdvancedEnglishTheMiddleEasternBazaarHiroshima--the“Liveliest”CityinJapanEverydayUseSpeechonHitler‘sInvasionoftheU．S．S．R．BlackmailTheAgeofMiracleChipsMark丁、vain—MirrorofAmericaTheTrialnlatRockedtheWorld1962194519921973194l19651978199319751962孥!!l型b签：§璺2i鲤2翌翌Z￡21：12：!121 TheLoonsBritanniaRUeStheWavesArgentiaBayNoSignpostsintheSea1776河北科技大学硕士学位论文FacetoFacewithHurricaneCamillePubTalkandtheKing’SEnglishInauguralAddressLoveisaFallacyDisappearingThroughtheSkylightLibidofortheUglyOnesWhoWalkAwayfromOmelasSadYoungMenFutureoftheEnglishDiscover),ofWhatItMeanstoBeanAmericanInFavorofCapitalPunishment1970197819711961Notclear1970196819791965Notclear19801940197319741967197319571973圣2：i壁g垫垒巳堑罂g鉴宝兰!垒盔．122圣一Withclearhistoricalbackgroundpresentedabove，manyofthematerialsofAdvancedEnglishareauthentichistoricalmaterialsorselecttypicalhistoricaleventsastheirsourcematerials．Forexample，intheshortradioreportHiroshim棚e“Liveliest”CityinJapan，Hiroshima,thecommercialcityofJapan，wasattractedonAugust6of1945bythefirstatomicbombdroppedbytheUnitedStatesArmyAirForces；theshortstoryEverydayUseWasfinishedatthebackgroundofBlackPowerMovement．Duringthemid一1960’S，youngblackAfricanAmericansproclaimedtheywouldnolongerbeoppressedbytheircurrentlifestyleandbegantocelebrateAfricanculturebyexploitingitforexoticnamesandethnicappeal．Sointhisshortstory,theauthorAliceWalkerconveysthatthepurestandmostsincerewaytocelebrateone’Sheritageisbytreatingitnotasatopicofstudybutratherasawayoflife．BritanniaRuestheWavesiscreatedbasedonthefactthatBritainshippingisaveryimportantpartofthecountry’Seconomy,butitisfacingfiercecompetitionwithothercountries．Thepurposeofwritingthispieceistoanalyzethereasonofdepression；TheSadYoungMenexploresthelifeof‘‘thelostgeneration”inthe1920s，pointingoutwhyandhowtheywerelostandwhatWasatthecenteroftheirsadness．The22 1920s，sandwichedbetweentheWorldWarIandthegreatdepression，witnessedanti·conventionalandbohemianlifeoftheyounggeneration．ItiscleartoseethattheAdvancedEnglishtextbooksdoverywellininvolvingsocialandhistoricalbackgroundwhenselectingculturalmaterials．However,insomeextent，thesocialandhistoricalbackgroundtoofocusesonthetimebetween960sand980s．Thisisnotbenefitforlearningmodemnewmulti-cultures．4．2MicroCultureAnalysisAccordingtotheculturalcontentevaluationframeworkofthisstudy,thispartanalyzesandsummarizesthemicro-levelculturesystematically．BecauseinAdvancedEnglish,thecharacters’socialbackgroundandarenaofculturalactivitiesareobviousandrepresentative，thisthesisfocusesonthesetwoaspects．4．2．1Character’SSocialBackgroundTheauthorconsidersthefollowingtwosocialbackgroundelementsofcharactersintextmaterialsinthisthesis．(a)AgeAccordingtostatisticalanalysis，itisreasonabletogettheconclusionthatmostofthecharactersinthematerialsofAdvancedEnglisharemiddle·agedpersonswhoalwayshavematureopinionsandexperiencedlife．What’Smore，thecomplieralsopaysattentiontochildren，suchasTheLoonsinBookandTheOnesWhoWalkAwayfromOmelasinBook2，theirmaincharactersarechildren．Whereasthesetwotextbooksdonotpayattentiontotheoldintheaspectofcharacter’Sage．InAdvancedEnglishtextbooks，theselectionandarrangementoftextmaterialsisappropriatebecausethiscourseistheadvancedcourseforEnglishmajorsatjuniorandseniorcollegeyearsandthestudentshavehadthegoodbasisofEnglishlanguageknowledgeandbegintopayattentiontoanalyzeandcomprehendsocialmatterswithmatureviews．However,thereisstilldisadvantageintermsofageinAdvancedEnglish．Thearticlesdonotcontainthecharacterswithvariousages．Thereforeitdosenotmeetthedemandofmulticulturalismandmulticulturaleducation．(b)GenderFormicro·levelcultureanalysis，genderisanessentialelement．TheAdvancedEnglishtextbookssuccessfullyprovidetheportrayalofthetwosexesintextmaterials．Inthe30textsofAdvancedEnglish，somearticlestalkingaboutuniversaltopicssuchasenvironment，scienceandtechnologyarenotincluded．Therefore，thereare20texts23 includedintheanalysisofthispart．InBook1andBook2，thereare3articlesobviouslyinvolvingfemalefactorsorwomen；14articlesdirectlydiscussthemalecharactersoraddresstheissuesfromtheviewofmen．Otherarticlesdiscussthetopicsfromtheangeloftwosexes，includingSpeechonHitler童lnvasionoftheUS．S．R．，MarrakechandInauguralAddress．ForSpeechonHitler≥lnvasionoftheUS．S．R．andInauguralAddress，theaudiencesareallnationalcitizens．InMarrakech，thewriterdescribesanArabnavyandmeoldwomencarryingfirewood．Therefore，thecharactersinthesethreetextscontainmale锄df．emale．Throughtheanalysisandstatisticalresultsabove，thisthesisconcludesthatinAdvancedEnglishtextbooks，thecompilerpaysattentiontotheelementofcharacters，genderbutdonotmeetthebalanceoftwosexesbecausethepoorproportionofwomenorfemalefactors．Fromtheanalysisofcharacters’gender,themalefactorstakeupmajority．Therefore，thecompilersshouldpaymoreattentiontothebalanceoftwogenderscharactersinthereviseofthesetextbooks．4．2．2SitesforCulturalActivitiesInthisthesis，theauthoronlypaysattentiontothearticlesthatclearlyinvolvethesitesforculturalactivitiesbecausesomeargumentativeandexpositorywritingsdonotpresentplaceswheretheculturalactivitiesoccur．Figure4-2TheSitesforCulturalActivitiesinAdvancedEnglish——一一!型笪垡也￡△丛i￡!笪!：鲢墨鲢笪鱼￡￡望鲢望【墨!△丛＆世墅TheMiddleEasternBazaarThebazaarHiroshima---the“Liveliest'’CityinJapanStreet,restaurantboat,hospitalEverydayUseSpeechonHitler’SInvasionoftheU．S．S．R．BlackmailTheAgeofMiracleChipsAnInteractiveLifeMarkTwain_MirrorofAmericaThe啊al111atRockedtheWoridButWhat÷SaDictionaryFor?NOtclearFamilyBBCHotelFamilyNOtclearNotclearDaytoninTennessee，publicareaNotclear二【丛土箜!!§E翌罂i!：24 BritanniaRuestheWavesArgentiaBayNoSignpostsintheSea1776FacetoFacewithHurricaneCamilleMarmkechPubTalkandtheKing’sEnglishInauguralAddressLoveisaFallacyDisappearingThroughtheSkylightTheLibidofortheUglyTheWorkersaSCreatororMachineTheOnesWhoWalkAwayfromOmelasTheSadYoungMenTheFutureoftheEnglishTheDiscoveryofWhatItMeanstOBeanAmericanInFavorofCapitalPunishmentNotclearTheboatConncilhouseFamilyThepubCapitolHillCompus，dormitoryNotclearWestmorelandCounty,publicareaNOtclearOmelas，adingyroomNotclearNotclearNotclearNotclear兰2∑i29垫璺婪苎i29邕￡兰12丛婪21￡丝筌Fromthefigureabove，familyisthemainsiteforculturalactivitiesandtherearefourarticleshappenedinorrelatedtofamily,includingEverydayUse，砌eAgeofMiracle国枷，砀PLoonandFacetoFacewithHurricaneCamille．OthersitespresentedinAdvancedEnglishtextbooks，includingschools，boats，pubsandsomeotherpublicplaces．111erefore，thisthesisconcludesthatintermsofsitesforculturalactivities．tllereiSnoregularity．Thatistosay,thecompilersofAdvancedEnglishdonottakethesitesforculturalactivitiesintoconsiderationintheprocessofcompilingthesetextbooks．4．3InterculturalLevelAnalysisTheinterculturallevelmeansthatthemaingoaloftheforeignlanguageteachingandlearningiStocultivatelearner’Sinterculturalcommunicationcompetence．Inthesetextbooks，thereiSabroadrangeofculturalthemes．愉efore．thesedifferentculturalthemespresentandintroducedifferentculturesto1earners．Thevariousculturesinteachingmaterialscouldimprovethelearner’Sinterculturalcommunicativeability．ThefollowingisthevariousculturalthemesinAdvancedEnglishtextbooks． 河北科技大学硕士学位论文Loveandrelationshipbetweenfamilymembers：EverydayUseFace国FaceM，fthHurricaneCamilleInterpersonalrelationship：Love括aFallacyBlackmailNoSignpostsintheSea砌POnes觋DWalkAwayfromOmelas职协：Hiroshima--the“Liveliest”City砌JapanArgentiaBayPolitics：TheLoonsJ776MarrakechInauguralAddressSpeech0nHitler≥InvasionoftheUS．S．R．Socialphenomena：TheMiddleEasternBazzar刀如LibidofortheUgly劢PSadYoungMen砀PFutureoftheEnglishHumanfights：刀搪Discoveryof砌口fItMeanstoBeanAmericanInFavorofCapitalPunishmentEnvironment：鼢枷扔theDesertEconomy：BritanniaRuestheWavesScienceandtechnology：砀PAgeofMiracleChipsAnInteractiveLifeButWhat'saDictionaryfor?TheTrial刀缸tRockedtheWorldDisappearingThroughtheSkylight26 The肋r妇rasCreatororMachineFromtheanalysisresultsabove，itissafetoconcludethatinAdvancedEnglishtextbooks，therearemanyculturalthemesintheinterculturallevelincludingloveandrelationshipbetweenfamilymembers，interpersonalrelationship，war,politics，humanrights，environmentandscienceandtechnology．Forthesameculturaltheme，differentwritersgivedifferentperspectives．Forexample，Hiroshima--the“Liveliest’’CityinJapanandArgentiaBayarebothrelatedtoWarbuttheydescribeandpresentsthedifferentwarsandgivethedifferentperspectives．ThearticleHiroshima--the“Liveliest”CityinJapandescribesHiroshimawasattackedbyatomicbombandlateritbecome也eliveliestcityinJapan．nlewriterofthisarticlecriticizesthecruelofwarandexpresseshispraisetothestrongoflife．InArgentiaBay，itswriterpresentsarealpictureabouttheSecondWbrldW牡Itdescribesperspectivesofleadersofvictoriousnations．Therefore．theculturepresentedinthisarticleiSdifferentfrommecultureinHiroshim枷e“Liveliest”CityinJapan．ItiSbenefitforlearnerstolearnmoreculturedifferencesunderthedifferentculturalthemes，whichcompletethemaingoaloftheforeignlanguageteachingandlearningistocultivatelearner’Sinterculturalcommunicationcompetence．4．4InternationalLevelAnalysisThewriterswithdifferentnationalitiesanddifferenteducationbackgroundshavedifferentcultureattitudeswhencreatinganddescribingthedifferentculturalelements．Therefore，itleadstotheirworkspresentobviousnationalities．Therefore，intheinternationallevelanalysis，thisthesistriestoresearchthenationalitiesofarticles’writersinAdvancedEnglishandwantstofindsomeregularityintermsofinternationallevel．Figure4-3TheWritersjNationalitiesinAdvancedEnglish(BookIandBooklI)TheArticle’SNameWriter’sNameWriter’sBookITheMiddleEasternBazaarL．A．HillandD．J．MayHiroshima---the“Liveliest'‘CityinJapanShipsintheDesertJacquesDanvoirAlGoreAliceWa】kerUS§P￡￡￡b22丝i!!￡!：§!已：箜i2翌2￡尘￡型：苎：兰：B：迎i翌墅罂§：gb坚业i!!型苎27 河北科技人学硕士学位论文BlackmailTheAgeofMiracleChipsAnInteractiveLifeMarkTwail卜一MirrorofAmericaThe"IdaIThatRockedtheWdridArthurHaileyNotgivenCanadaNotgivenBarbaraKantrowitzandJoshuaCooperUSRamoNoelGroveJohnScopesButWhat’saDictionaryFor?BergenEvansTheLoonsBritanniaRuestheWavesArgentiaBayNoSignpostsintheSea1776FacetoFacewithHurriearleCamilleMarrakeehPubTalkandtheKing?SEnglishLoveiSaFallacyDisappearingThroughtheSkylightTheLibidofortheUglyTheWorkers弱CreatororMachineTheOnesWhoWalkAwayfromOmelasTheSadYoungMenTheFutureoftheEnglishMargarelLaurenceAndrewNei】HelTnanWoukV_Saekville·WestPeterStoneandShermanEdwardsBookIIJosephP．BlankGeogeOrwellHenryFairlieJohnEKennedyMaxShuimanC．B．HardisonHenlwLouisMenckenErichFrommUrsulaK．LeGuinRod彤Horlon&Herbert彤EdwardsJohnBoyntonPriestleyTheDiscoveryofWhatItMeanstoBeanJamesBaldwinAmericanInFavorofCapitalPunishmentJacquesBarzunUSCanadaUKUSUKUSUKUSGermanyUS!=2立翌g磐垡H型i望g邕!兰￥垒当!bQ巴箜Q生鱼垡望§Therearealtogether30articlesinAdvancedEnglish(bookIandbookII)．Judgingfromtheireducation,lifeandtheirnationalities，writerswhocomefromEnglish-speakingcountliesoccupythemajorityandespeciallyAmericanwriterstakeupthemajority．Becausethewriterofthearticle豫已AgeofMiracleChipsdonotbegiven，thisthesisdonotconsiderthistextwhenevaluatestheinternationalityofthewriters．Therefore，inthispart，thisthesisanalyzes29articlesandreceivesthefollowingresult(Figure4-4)．28 Thestatisticalfiguresarepresentedasfollowing：InbookI，amongallthefifteenarticlesandeighteenwriters(／'heMiddleEasternBazaar,AnInteractiveLifeand1776havetwowritersrespectively)，fourteenofthemarefromAmerica，anotherthreearefromGreatBritain，andonlyoneofthemisfromCanada．InbookII，amongallthefourteenarticlesandfifteenwriters，elevenofthemareAmericans，threearefromGreatBritain，onlyoneofthemcomesfromGermany．rnleChartasfollows：Figure4-4ProportionofWriters’NationalitiesinBooklandBookII--●_●__l--●--_-_l_●-_l-__l_●_Il______l_l●_-_●_-__lll_---_l_I_l●ll_-_-lI●_-I_I_-I---__-____●l●__-●●●●__ll_-●_I_-_-_-●_---__-I-__一：型墨型K垒曼!坐璺望芏￡垒望垒堕璺塑壁!垒i塑望Article’sQuantity215I21￡笠E2匹i2翌ZQ=垒!§：垒Z丝≥：≥2丝垒：垒垡2：≥2丝ItiSobviousthatAdvancedEnglishseldomselectstheworkswhosewriterscomefromnon—English—speakingnations．ThereisonlyoneGermanwriterErichFromminBookIandII，thewriterofthearticle劢PWorkersasCreatororMachine．Itonlytakesup3．7％，andothersarealltheEnglish—speakingcountrieswriters．Accordingtothedemandofmulticulturaleducation，thetextmaterialsshouldcontainglobalcultures．However,inthissetoftextbooks，thewritersofthenon-nativeEnglishcountriesaremainlyfromAfricaandAsia．Othercultures，suchastheculturesofmostofEuropeancountriesandallSouthAmericancountriesthatarealsoveryimportant，donotselectedandusedinthesesetsoftextbooks．MostwritersofEnglishspeakingcountriesarefromGreatBritainandAmerica(ittakesup86．67％)．Nevertheless，writersofotherEnglishspeakingcountriessuchasCanada(ittakesup6．67％)，AustraliaandNewZealand，havefewopportunitiestoshowtheirculturesthatareessentialfortheglobalmulti—cultures．Therefore，thisarrangementoftextmaterialswillhaveanegativeinfluenceonstudents’fullunderstandingofglobalcultures．Takingtheresultsandanalysisaboveintoconsideration，thisthesisconcludesthatinthesetextbooks，thecompliersdonotconsidertheproportionofglobalculturesandtheydonotrealizetherelationshipbetweenwriters’nationalitiesandcultures．Therefore，theculturalcontentsinthesebooksareincompleteanditisharmfulforlearnerstogetmulticulturalknowledgeandpromoteinterculturalcommunicationability．29 ：———堡堑些壅塑生型型婆——————————一30 Chapter5ConclusionInthischapter,therealethreeimportantparts．Thefirstoneisthemainfindingsofthisstudy．ThesecondoneissuggestionstoEnglishlanguageteachersaIldle锄ers．Thelastoneisthelimitationsofthisresearchandimplicationforthe丘Irtherstudv．5．1MainFindingsThisstudyreviewstheliteratureaboutmulticultumlism，multicmttlraleducation．thereqmrementsoftheinternationaltargetculturematerialsandtextbooksev越uationandpointsoutthattheEnglishlanguagematerialsshouldcontainmulti．cul眦ssothatitwillbehelpfulfordevelopinglearners’interculturalcommunicativeability．nentIlisthesis嬲sessestheculturalcontentofAdvancedEnglish(book，andbook删，andgetst11egeneralfindingsasfollows：(1)Attheaspectofmacroculture，AdvancedEnglishchoosestypicallliStoricaleventsforthetexts’materialsandmostofmattersinthetextbookshappenedbet、Ⅳeenthe1960sand1980s·Mostofthesematerialsdescribeandreflectthewesternpolitics，espec词lyitsdisadvantages．‘(2)Intheaspectofmicroculture，thisstudyfocusesonthef01lowingtwoaspects：themalncharacters’socialbackground(ageandgender)andthesitesofculturala“vities．Fromthecompleteanalysis，themaincharactersinthesetwotextbooksarethe删ddle·agedwhitemales．Therearevariousdifferentsitesofculn砌activities。suchasi踟Iy，school，communities，ships，andotherpublicoccasionsandtheirproponionsarenearlysame．(3)Ininterculturallevelanalysis，theresultsshowsthattheteXtcul删themescoverawiderangeandallthematerialsbasesonrealeventsandpublishinworldwell．knoWnjournalsorradiostationsorbooks．Mostoftheiraimsaretodescribeandco瑚IIllentthemstoncaleventsnottobethetextmaterials．Therefore，thesematerialsare妣entic．(4)Intheinternationallevelanalysis，non．Anglo．Americancountries、而ters切keupaVcrysmaJlproportionandallofthesewriterscomefromtheAsiana11dA角c锄countries．TheAngloISaxoncountrieswritersoccupythemajorityandmostofn]【em锄．eAmericaJls．TheAdvancedEnglishcorrespondstothedemandsofmulticultm吼education．thesyllabusandtheinternationaltargetculturedisadvantagesintermsofthepresentationof31materials．ButtherearealsoSOmeculturecontentsinAdvancedEnglish textbooks：thematerialsdonotcontaincultureofmostcountries；mostofculturalcontentsarerelatedtoAmericancultureinthesetextbooks．Althought11iSstmcnlreisnecessaryandessentialforlearnersorstudentstolearnandaccepttheAmericanculturecompletely,itisnotbeneficialforthemtolearnothercountries’cultures；inpresentingcertainaspectsofculture．tlletextsdonotincludeallthefacetssuchasthepresentationofcharactersindifferentages．5．2TheSignificanceofThisStudyAtthebackgroundofmulticulturalism，thisthesisanalyzesandevaluatestheculturalcontentofAdvancedEnglish(RevisedEdition,BookJandBookII)publishedbyFore／gnLanguageTeachingandResearchPress．1Hstllesisusesthequalitativeresearchmethodtoanalyzeandevaluatethesetextl)ooksfromthefollowingangles：macroculturelevel，microculturelevel，interculturallevelandintcma士ionallevel．Accordingtoanalysis，thethetisfindsthatthesematerialshaveafewshortagesabove．ItprovidessuggestionsforteachersandlearnersduringtheprocessoftheEnglishlanguageteachingandlearning．Theresultshavethepositivef-unctionfbrtexfb06kmodificationandnewtextbookcompiling．What’Smore，thetextbookevaluationmethodandangleevaluationofothersubjects．aresignificantandhelp觚forfuturetextbook5．3SuggestionstousersandcompilersofthesetextbooksBecausemesetextbooksdonotsatisfytherequirementsofmulticulturaleducationanddemandsoftheinternationaltargetculturematerialsfully,usersincludingteachersandle锄ersshouldnotonlylearntheculturalcontentsinthetextmaterialsbutalsofindothersupplementarymaterialsformulticulturalteachingduringEnglishlanguageteachingandlearningprocess．Thecompilersshouldpayattentiontootherculturesthatdonotpresentinthesetextbooks．AfterevaluatingtheorganizationofculturalcontentsofAdvancedEnglishmaterials，usersandcompilersshouldpreparemorematerialsonotherculturecontents·First．attheaspectofmacroculture，thesetextbooksshouldaddpracticaltextsthatcallkeepupwiththepaceofthetimesandgiveacompletedescriptionofpoliticsofwest锄countriesandtheculturalcontentsofotherEuropeanandAsiancountries·Second．becausemostofcharactersareAmericanmiddle—agedmale，inprocessofusillgandrevisingthesetextbooks，charactersinmaterialsshouldinvolvedifferentnations，agesandsex．气2 Third，inthesetextbooks，70％writersareAmericanorhaveAmericanculturalbackground．Therefore，usersofthesetextbooksmayreadsomeotherwriters’worksthatpresentandprovidemoreothercultures．Compilersshouldputmorematerialswrotebynon．Americanwriterstoo．5．4LimitationsofThisThesisandImplicationsforFutureStudiesDuetotheauthor’Sabilityinadequacyinaspectofacademicresearch，thereareunavoidablylimitations．Ononehand，thisthesisiSadescriptivestudyandtheauthormainlyusesthequalitativeresearchmethod．Thequantitativeresearchmethodisnotadequate．Ontheotherhand，theevaluationoftheAdvancedEnglishtextsinthisthesisonlyconsidersthetextmaterials．Theexercisesandnotesalsocontainsomeculturalcontentshasnotbeenconsideredinthisthesis．AlthoughthelimitationsmayleadtoallincompleteimpressiononAdvancedEnglishtextbooks，therestillleftmuchspaceforthelaterresearchersbasedontheresultofthisthesis．Thisthesiscanbeaninspirationforthem．First，becausethisthesisdoesnotstudytheculturalcontentsofexercisesandnotesthatalsocontainculturalcontents，thefuturestudymayfocusonthesepartsofAdvancedEnglish．Second，thecharacters’attitude，viewofvaluesandworldviewsshouldalsobethepointsoffocusinfuturestudy．Tmrd，inthefuturestudy,itmayuseadequatequalitativeandquantitativeresearchmethodtodotheinterculturallevelanalysis．33 一=———望丝丝壑丝竺塑丝垒坠————————一34 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AcknowledgementsWhenIpreparedandwrotethisthesis，Ireceivedlotsofhelpandencouragementfrommyprofessorsandclassmates．Iappreciatemysupervisor,ProfessorLiuJunshuan，forhelpingmefindtheinterestingfieldofmulticulturalismandtextbookmaterialsevaluation，forguidingmechoosethissubjectofthesisandforprovidingmetheEnglishtextbookpublishedinAmerica．Hetaughtmenotonlyhowtoconductacademicresearchbutalsotheprincipleofintegrity,whichwillcontinuetoguidemeintheyearstocome．Meanwhile，Isincerelygivemyappreciationtootherprofessorswhotaughtmeprofessionalcoursesduringmypostgraduationyears．Theyhavetaughtdifferentcourseswithavarietyofadvancedteachingmethodsthatbenefitsmeinmycareerasalanguageteacher．Atthesametime，1wouldliketogivemythankstomyfellowclassmateswhohaveprovidedme、7l，ithsincereadviceandnecessaryhelpinpreparingandwritingmythesis．Ialsowanttogivemygreatappreciationtomyparents．Theyalwaysofferedme淅thencouragementandsupportwhen1wrotethisthesis．Besidesthepersonsabove，therearemanypersonshelpingmeinpreparingandwritingmythesis．1wanttogivemythankstothem．39