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Analysis and Optimization Suggestions on Cultural Content in PEP Senior High School English Textbooks

Author(s)

Wenwen Hu

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

As a key medium for cultural communication, the arrangement of cultural content in English textbooks directly affects the construction of learners’ cultural cognition and the development of their intercultural critical thinking abilities. Taking the 2019 People’s Education Press (PEP) Senior High School English Compulsory Volumes 1–3 as research samples, this study systematically analyzes the cultural content of the textbooks using content analysis, integrating dimensions such as cultural regions, presentation forms, positions, methods and intensity. The research finds that in terms of regional sources, the cultural content of the textbooks is dominated by target-language country cultures and Chinese culture, with a relatively low proportion of international culture and cultures of other countries. In terms of presentation forms, cultural products and cultural practices take the lead, while cultural figures, cultural concepts and cultural communities account for a small proportion. In terms of presentation methods, cultural texts are the main carrier, supplemented by knowledge sections, pictures/quotations and activities/exercises, but background cultural information is insufficient.

Keywords

PEP Senior High School English Textbooks; Cultural Content; Regional Source; Presentation Form; Presentation Method

References

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