The international status of English for intercultural understanding in Taiwan's high school EFL textbooks

Su, Ya‐Chen

doi:10.1080/02188791.2014.959469

Cited by 34 publications

(29 citation statements)

References 26 publications

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“…Finally, as the system is already network-enabled, it is possible to enter the environment from anywhere in the world, and thus, one step that we are keen to explore in future research is how FLA is affected when participants' interlocutors are 1) from another country, or 2) native speakers. There have always been critiques aimed at the normalization of English as a lingua franca (see Pennycook, 2000), and, entering the third decade of the 21st Century, this issue is as pertinent as ever (Su, 2016). However, the fact remains that speakers of different nationalities may often default to English when communicating with each other.…”

Section: Future Researchmentioning

confidence: 99%

Teaching with Technology 2020

2021

JALTCALL Pubs

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Section: Future Researchmentioning

confidence: 99%

Teaching with Technology 2020

2021

JALTCALL Pubs

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“…Of the eleven studies reviewed, three of them were conducted in Iran, two in Taiwan, while the others were conducted in Uganda, Japan, Botswana, South Korea, Spain, and a few Asian countries. The specific issues being investigated were cultural domination or cultural bias Copyright © 2018, IJAL, e-ISSN: 2502-6747, p-ISSN: 2301-9468 (Magogwe, 2009;Song 2013;Yamada, 2010), cultural elements (Bahrami, 2015;Tajeddin & Teimournezhad, 2014), cultural background and presentation (Dastjerdi & Samian, 2011;Johannessen, 2014;Shin et al, 2011), intercultural content and understanding (Su, 2014), integrated culture (Ke, 2012), and lexical availability (Alonso & Pento, 2016). However, the findings of those previous studies showed that most of the textbook contents are still dominated by inner circle cultural contents, instead of the learners' cultures (e.g., Shin et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

A visual semiotic analysis of multicultural values in an Indonesian English textbook

Isnaini

Setyono

Ariyanto

2019

Indonesian J. Appl. Linguist.

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In the context of the role of culture in language learning, many textbook analysts have so far investigated the representations of cultures in EFL textbooks. Most of the previous findings on the study of culture indicate that EFL textbooks contain more about the cultures of inner circle countries compared to the expanding and outer circle countries. In Indonesia, this area of cultural issues in English textbooks appears to be underexplored. To narrow the gap, this study using the visual semiotic theory of Barthes (1977) examined the multicultural values represented in an Indonesian vocational high school English textbook through the visual images in the textbook. This study shows that there are four categories of multicultural values represented in the EFL textbook: respecting other people’s tradition, appreciating other people’s perspectives, appreciating other people’s cultural products, and appreciating women’s equal rights. These insights give students opportunities to enhance their intercultural communication competence (ICC) by appreciating cultural diversity and accepting racial and religious differences around them.

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“…The textbook is assumed as one of a tool to introduce pragmatics knowledge to the students. Since textbook has the central role in language teaching as the main reference which provide various materials, activities, language input that appropriate with student's needs (Ahmadi & Derakhshan, 2016;Alshumaimeri, 2015;Ebadi & Hasan, 2016;Emilia, Moecharam, & Syifa, 2017;Farashaiyan, Tan, & Sahragard, 2018;Laabidi & Nfissi, 2016;Mofidi, 2018;Muhsen Al Harbi, 2017;Su, 2014). English foreign language textbooks afforded foreign language learners with pragmatic contents which reflected in the form of speech acts such as apologizing, refusing, and requesting (Meihami & Khanlarzadeh, 2015).…”

Section: Introductionmentioning

confidence: 99%

An analysis of Politeness Strategies in Indonesian English Textbooks

2019

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The research aimed explores politeness approaches in EFL textbooks, especially Indonesian English textbooks. There were two textbooks which analysed as the sample for this study. The textbooks entitled “Talk Active 1” and “Talk Active 2: Language and Culture Programme”. The researcher limited the analysis on the dialogs which provided as materials in the textbooks. Brown & Levinson's (1987) politeness strategies were applied to categorize the data. The researcher applied content analysis method proposed by Denscombe, (2010) as the research method. The results of the study revealed bald on-record, positive politeness, negative politeness, and off-record were reflected in the Indonesian English textbooks. Both types of bald on-record strategies were found in the Indonesian English textbooks. However, there were only three types of off-records strategies were reflected in the textbooks. The finding revealed 11 types of positive politeness as strategy follows: S1: Notice, attend to hearer; S2: Exaggerate, S3: Intensify interest to hearer; S4: Use in-group identity markers; S6: Avoid disagreement; S7: Presuppose/assert/raise common ground; S8: Joke; S10: Offer, promise; S12: Include both speaker and hearer in the activity; S13: Give (or ask for) reasons; S14: assume or assert reciprocity. The result also presented 8 types of negative politeness as follows: S1: Be conventionally indirect; S2: Question, hedge; S3: Be pessimistic; S4: Minimize the imposition; S5: Give deference; S6: Apologize; S7: Impersonalize speaker and hearer and S10: Go on record as incurring a debt, or as not indebting hearer. The analysis showed positive and negative politeness strategies were central strategies that reflected in the textbooks. It proved that Indonesian English textbooks have pragmatics input for the students.

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The international status of English for intercultural understanding in Taiwan's high school EFL textbooks

Cited by 34 publications

References 26 publications

Teaching with Technology 2020

Teaching with Technology 2020

A visual semiotic analysis of multicultural values in an Indonesian English textbook

An analysis of Politeness Strategies in Indonesian English Textbooks

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