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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-14编辑:lgg点击率:3354
论文字数:36200论文编号:org201405141138381806语种:英语 English地区:中国价格:$ 66
摘要:Senior EFL teaching is conducted under one national syllabus--- Criteria forSenior High School English Curriculum in the Chinese educational system, and only afew series of textbooks are used in senior high schools all over the country.
Chapter Four Evaluation of cultural contents in RSEFC
Within language teaching, some scholars have examined a range of differentaspects of second language use that subject to culturally based influences, includingclassroom interaction, roles of teachers and students, and teaching styles. Amongthose variables, textbooks in language teaching methodology and classroom texts,however, typically offer a very rudimentary perspective on culture factors in teachingand learning. This paper seeks to evaluate the treatment of cultural content in RSEFCto see whether the cultural content selected in RSEFC can well present the culturalcontent required in Curriculum Criteria and meets the requirements of CurriculumCriteria and how are the cultural contents presented and organized in RSEFC? Thosetwo aspects will be the major examining filed in the process of evaluating thetreatment of cultural content in RSEFC.
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Conclusion
(1) The cultural contents of RSEFC are put into eight categories according tocriteria of Byram: social identity and social groups, social interaction, belief andbehavior, social and political institutions, socialization and the life cycle, nationalhistory, national geography, stereotypes and national identity. From the percentage ofFigure 3, it can be concluded that the reading materials in RSEFC mostly depicthistory and geography of European countries, covering famous figure and bands,literature and mythology, festivals and religion, countries, cities, waters, mountains,architecture, parks, caves, churches and etc while tend to neglect the belief, behavior,social interaction of culture.
(2)The advantages of RSEFC in terms of cultural contents are: To start with, thescope of cultural contents covers a large span. Secondly, genres of text are mostlynarratives and age of hero is very closely to senior high school students. Thirdly, theselection of cultural contents reflects contemporary events, keeping pace with moderntime. Fourthly, two items among Byram’s criteria eight items, national history andnational geography, are paid much emphasis by compliers. Such design may beresulted from the consideration that these materials can greatly trigger interests ofstudents learning foreign language.
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Reference (omitted)