ANALYSIS OF TARGET CULTURE IN CHINA'S ENGLISH TEXTBOOKS : COMPARISON AND REFLECTIONS

Abstract

This paper reports findings of the analyses of two series of English textbooks used in China in terms of the representation of the target culture and of the United States in particular. The study aims to determine and compare respective features of representing target culture in both series of textbooks and to discuss pedagogical implications based on the findings and relevant theories in the field. Two series of secondary-level English textbooks used in the 1980s and 1990s were chosen for analysis. Contextual analysis content analysis and linguistic analysis were conducted to obtain features of cultural representation in both series in various dimensions. It is shown that the 1980s' series does not include adequate information about the target culture, and the United States is portrayed as a society full of tragedies and problems. In contrast to the low percentage of cultural contents and the distorted portrayal of the target society in the 1980s' series the 1990s' series contains comparatively rich information about English-speaking countries and a variety of cultural topics. Also both the positive and the negative sides of the United States are described in the textbooks. Although the current series does not provide enough current articles regarding people and events of the target culture and society, it demonstrates obvious changes and progress compared with the former series of textbooks. In the section of interpretations these changes are considered to result from contextual changes: changes in the English teaching approach, social needs for English, the English language syllabus, foreign policy, economic development, and ideology. Following the analyses and interpretations of findings, the paper proposes a cultural syllabus for English teaching in secondary schools in China. It includes some major and minor categories which are supposed to present a comparatively full picture of the target culture. The paper concludes that it is necessary to incorporate comprehensive and realistic cultural information in English teaching in order to develop students' intercultural competence. Textbook writers should bear in mind the importance of teaching culture while teaching language, and also take into account the influence of contextual factors on the selection of cultural elements. Recommendations for future research have also been made to help other researchers to design a study in the same field with a similar or different focus and scale.