| Collection Title: | SIU Thesis | | Title : | Exploring Teachers’ and Learners’ Perceptions Towards Cultural Elements Presented in Chinese Senior High School EFL Textbooks | | Material Type: | printed text | | Authors: | Yongliang Wang, Author ; Saengchan Hermchua, Associated Name ; Dhirawit Pinyonatthagarn, Associated Name | | Publisher: | Pathumthani: Shinawatra University | | Publication Date: | 2023 | | Pagination: | xi, p. 192 | | Layout: | Tables, ill. | | Size: | 30 cm. | | Price: | 500.00 Baht | | General note: | SIU THE: SOLA-PhD-SCS-2023-15
Thesis. [PhD.[Philosophy in Semiotics and Cultural Studies]]. -- Shinawatra University, 2023 | | Languages : | English (eng) | | Descriptors: | [LCSH]Cultural
[LCSH]English language -- textbook for foreign speakers
[LCSH]Perception
[LCSH]Semiotics
| | Keywords: | Perceptions,
Chinese senior high school,
EFL learners,
EFL teachers
EFL textbooks,
Semiotic approach,
Cultural elements | | Abstract: | The present study was to analyze the cultural content of textbook series in the Chinese context, recognizing the crucial role of textbooks in presenting culture and their impact on language learning. The study analyzed People’s Education Press (PEP) book series using a questionnaire adapted from Kilickaya’s work in 2004, which aimed at assessing the cultural content of the textbooks. The research incorporated the perceptions of both teachers and students toward the cultural representation found in PEP. Recent studies have utilized a semiotic approach to examine how culture is presented in language textbooks, recognizing its potential for creating and shaping cultural meanings. However, this study aimed to address the limitations of this approach by applying Peircean semiotic theory to the text-image-task semiotic relationship found in PEP. By exploring the perspectives of both teachers and students, this analysis examined how this relationship constructs and reconstructs cultural meanings. The study involved 635 Chinese EFL learners, including 380 females and 255 males, as well as 625 Chinese EFL teachers, consisting of 459 females and 166 males. A questionnaire was administered to all participants, and among the participants, 31 learners (22 females and 9 males) and 21 teachers (17 females and 4 males) were randomly selected for semi-structured interviews. Collected data from the questionnaire were processed by SPSS for quantitative analysis. In addition, the data gathered during the interviews were transcribed and scrutinized. This inquiry investigated semiotics to discuss that multi-modal textbooks encode particular knowledge to provide teachers and students with new probabilities in the design of both English language acquisition and teaching.
Research findings showed that the perceptions of teachers and learners about the purpose and objectives of the textbook are constructive. Concerning learners' awareness of cultural materials, it can be said that textbooks require to integrate both macro and micro culture. In consequence, language textbooks also have to deal with local cultures. Concerning the perceptions of the instructors, the findings indicated that the majority of them emphasized providing a balanced view of global cultures, the need to involve students in cultural subjects and encourage pupils to interact with various values. The findings of the inquiry indicated that teaching assistants are successful in expressing various perceptions from both teachers and students. Learners felt that the teaching materials did a good job of presenting different societies and were culturally relevant while they felt that the materials were less effective (still average) in the presentation of the values of social groups. For a dynamic model for assessing cultural expressions in textbooks, semiotics was made in the hope of showing how English textbooks can be effectively developed, implemented, and adopted in the educational context. The results showed that the co-implementation of illustrations and text in textbooks is usually indexed by symbology. It is revealed that EFL textbooks for language learners in China substantially include index relationships between text, pictures, and tasks, showing a focus on denotative meaning. Ultimately, the results of this investigation have practical implications for EFL teachers and learners, EFL teacher educators, curriculum designers, and materials developers. Teachers can make learners culturally, interculturally, and transculturally aware by making links between and across the image-text-task triad. For instance, they stated that some pictures can activate the textbook content and carry out cultural change and students develop their critical thinking ability. Likewise, because of these pictures, students can use extracurricular reading to the similarities and differences in the various cultures and cultivate intercultural awareness. Furthermore, curriculum developers should pay specific attention to the significance of visual elements in textbooks in how they can help learners in increasing diverse language skills and components. | | Curricular : | BALA/GE/MTEIL | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=28646 |
SIU Thesis. Exploring Teachers’ and Learners’ Perceptions Towards Cultural Elements Presented in Chinese Senior High School EFL Textbooks [printed text] / Yongliang Wang, Author ; Saengchan Hermchua, Associated Name ; Dhirawit Pinyonatthagarn, Associated Name . - [S.l.] : Pathumthani: Shinawatra University, 2023 . - xi, p. 192 : Tables, ill. ; 30 cm. 500.00 Baht SIU THE: SOLA-PhD-SCS-2023-15
Thesis. [PhD.[Philosophy in Semiotics and Cultural Studies]]. -- Shinawatra University, 2023 Languages : English ( eng) | Descriptors: | [LCSH]Cultural
[LCSH]English language -- textbook for foreign speakers
[LCSH]Perception
[LCSH]Semiotics
| | Keywords: | Perceptions,
Chinese senior high school,
EFL learners,
EFL teachers
EFL textbooks,
Semiotic approach,
Cultural elements | | Abstract: | The present study was to analyze the cultural content of textbook series in the Chinese context, recognizing the crucial role of textbooks in presenting culture and their impact on language learning. The study analyzed People’s Education Press (PEP) book series using a questionnaire adapted from Kilickaya’s work in 2004, which aimed at assessing the cultural content of the textbooks. The research incorporated the perceptions of both teachers and students toward the cultural representation found in PEP. Recent studies have utilized a semiotic approach to examine how culture is presented in language textbooks, recognizing its potential for creating and shaping cultural meanings. However, this study aimed to address the limitations of this approach by applying Peircean semiotic theory to the text-image-task semiotic relationship found in PEP. By exploring the perspectives of both teachers and students, this analysis examined how this relationship constructs and reconstructs cultural meanings. The study involved 635 Chinese EFL learners, including 380 females and 255 males, as well as 625 Chinese EFL teachers, consisting of 459 females and 166 males. A questionnaire was administered to all participants, and among the participants, 31 learners (22 females and 9 males) and 21 teachers (17 females and 4 males) were randomly selected for semi-structured interviews. Collected data from the questionnaire were processed by SPSS for quantitative analysis. In addition, the data gathered during the interviews were transcribed and scrutinized. This inquiry investigated semiotics to discuss that multi-modal textbooks encode particular knowledge to provide teachers and students with new probabilities in the design of both English language acquisition and teaching.
Research findings showed that the perceptions of teachers and learners about the purpose and objectives of the textbook are constructive. Concerning learners' awareness of cultural materials, it can be said that textbooks require to integrate both macro and micro culture. In consequence, language textbooks also have to deal with local cultures. Concerning the perceptions of the instructors, the findings indicated that the majority of them emphasized providing a balanced view of global cultures, the need to involve students in cultural subjects and encourage pupils to interact with various values. The findings of the inquiry indicated that teaching assistants are successful in expressing various perceptions from both teachers and students. Learners felt that the teaching materials did a good job of presenting different societies and were culturally relevant while they felt that the materials were less effective (still average) in the presentation of the values of social groups. For a dynamic model for assessing cultural expressions in textbooks, semiotics was made in the hope of showing how English textbooks can be effectively developed, implemented, and adopted in the educational context. The results showed that the co-implementation of illustrations and text in textbooks is usually indexed by symbology. It is revealed that EFL textbooks for language learners in China substantially include index relationships between text, pictures, and tasks, showing a focus on denotative meaning. Ultimately, the results of this investigation have practical implications for EFL teachers and learners, EFL teacher educators, curriculum designers, and materials developers. Teachers can make learners culturally, interculturally, and transculturally aware by making links between and across the image-text-task triad. For instance, they stated that some pictures can activate the textbook content and carry out cultural change and students develop their critical thinking ability. Likewise, because of these pictures, students can use extracurricular reading to the similarities and differences in the various cultures and cultivate intercultural awareness. Furthermore, curriculum developers should pay specific attention to the significance of visual elements in textbooks in how they can help learners in increasing diverse language skills and components. | | Curricular : | BALA/GE/MTEIL | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=28646 |
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