| Culture has a profound impact on students.In the General Senior English Curriculum Standards(2017 Edition Revised 2020),Cultural awareness has become an important component of the core literacy of the English subject,and the importance of Cultural awareness has been emphasized and recognized.English textbooks is an important resource carrier in English teaching,and an important medium for transmitting language knowledge and expressing Cultural awareness.With the revision and the implementation of the Curriculum Standards,many different versions textbooks are being promoted across our country,but as one of the most widely used textbooks in the country,Senior English Compulsory Textbooks by the People’s Education Press(as following call PEP)still plays an important role in students learning English at the Senior level in most regions of our country.This study aims to investigate the comparative study of textbooks from the perspective of Cultural awareness and to answer the following two questions.1.How does the 2019 edition of the PEP version differ from the 2007 edition of the PEP version of the required Senior English Textbooks in its arrangement of Cultural awareness contents?2.How can Cultural awareness be integrated into the Textbooks development to develop students’ cultural confidence?This thesis selected the 2007 edition of the Compulsory 1-5 English Textbooks of PEP and the 2019 edition of the Compulsory 1-3 English Textbooks of PEP as research subject,and continued to compare and analyze the contents related to Cultural awareness involved in the discourse part of the textbooks based on the Cultural transfer theory and Cultural schema theory,and guided by the relevant provisions of the General Senior English Curriculum Standards(2017 Edition Revised 2020)issued by the Ministry of the Education,as well as Barry Tomalin & Susan Stempleski classification of Cultural awareness activities(including cognitive level and affective level).According to research findings.Firstly,which will help to broaden students’ cultural horizons.Secondly,this edition introduce more Chinese culture.It is the conducive to enhancing national self-confidence and pride.Finally,Cultural awareness content is distributed in different modules of the textbooks and lacks connection,which is not conducive to students to form systematic cognition.Thus,it is not conducive for students to use the foreign language they learn to promote and spread the excellent Chinese traditional culture and tell Chinese story.The results of the interviews show that.Firstly,there is a lack of Cultural awareness among Senior students,students think that Cultural awareness is the awareness of the substantive contents of domestic and foreign culture,while the awareness of values,moral cultivation,and social statutes is shallow.Secondly,boys and girls have very different interests in Cultural awareness,girls are interested in cultural dress,art and music of different countries,while boys are interested in the cultural architecture,transportation,tourism and other cultural contents.Finally,teachers will make classroom penetration of the culture-related contents,but due to the time and curriculum,the penetration of Cultural awareness contents are still insufficient.Suggestions are made.As to editors,pay attention to closing to the students’ life reality when editing the textbooks,and strengthen the systematic connection between culture-related modules to form a systematic cognition.As to teachers,teachers should not only teach students the contents related to language knowledge,but also spread the excellent domestic traditional culture and use foreign language to spread it.As to students,on the basis of understanding the contents related to Cultural awareness,they should understand the cultural background and be able to learn English more efficiently. |
