INTRODUCTION
Rationale of the study
Vietnam has embraced global integration by joining key international organizations such as the World Trade Organization (WTO) and the Association of Southeast Asian Nations (ASEAN) While this has opened up numerous job opportunities for its labor force, it also presents challenges, particularly in understanding diverse cultures and mastering effective communication in English, the international language.
Language and culture are deeply interconnected, as language not only reflects cultural nuances but is also shaped by them As Brembeck (1977) aptly noted, mastering a language without understanding its cultural context can lead to misunderstandings For Vietnamese learners, grasping cultural elements is essential for effective communication, as learning a second language inherently involves learning a second culture Therefore, without incorporating cultural studies, foreign language instruction becomes ineffective Modern foreign language teaching and learning materials emphasize this vital relationship, highlighting that acquiring the four key skills—speaking, listening, reading, and writing—without cultural context can lead to misinterpretations of meaning.
To enhance communicative competence, learners must engage in practical communicative situations that connect cultural understanding with verbal interactions Utilizing authentic materials fosters meaningful learning experiences related to different cultures Furthermore, effective communication with foreigners is facilitated by an awareness of cultural nuances and communication styles, ultimately strengthening international relationships.
In 2018, the Ministry of Education and Training (MOET) implemented a new curriculum that emphasizes English as a mandatory subject, aimed at developing students' communicative competence and essential skills This initiative included the creation of new English textbooks for high schools, focusing on enhancing students' four language skills while providing comprehensive knowledge of English-speaking countries, their cultures, and people A key objective of this curriculum is to improve students' cross-cultural awareness and communication abilities, although challenges have arisen due to the introduction of new content.
2 approaches of culture and communication in the new English textbooks, not many researches are conducted on these issues
For the aforementioned reasons, the author has decided to conduct this study
This study aims to enhance the understanding of cross-cultural factors present in the new 10th grade English textbook for both students and teachers It seeks to provide immediate activities that will foster students' cross-cultural awareness and improve their communication skills.
Aims of the study
This study was conducted to serve the following aims:
• to identify the cultural categories in the textbook;
• to identify the communicative categories in the textbook;
• to suggest supplementary activities for the 10 th grade students’ cross-cultural awareness and communication.
Scope of the study
The thesis focuses mainly on Communication and Culture section in the new
The 10th grade English textbook, created by Hoang Van Van and Hoang Thi Xuan Hoa in collaboration with David Kaye from Pearson Educational Publishing Group in 2012, serves as a comprehensive resource It includes tasks in the Reading and Listening sections, along with content from Speaking, Writing, Language Focus, and Project sections, which are analyzed for relevance and effectiveness.
The national high school English syllabus lacks adequate guidelines for cultural instruction, despite emphasizing the importance of students' cross-cultural awareness and communication skills A well-defined goal for cultural communicative instruction in the syllabus is essential for effective evaluation of textbooks This study aims to conduct a small-scale cross-cultural analysis to address this gap.
10 th grade textbook It does not provide a general assessment of the whole set of Grade
10, Grade 11 and Grade 12 English textbooks for Vietnamese high schools
Research questions
This thesis aims to analyze the representation of various cultural and communicative categories in the newly developed 10th-grade English textbook The study specifically investigates key questions regarding these representations to understand their impact on students' learning experiences.
1 What categories of culture are presented in the new 10 th grade English textbook?
2 What categories of communication are presented in the new 10 th grade English textbook?
3 What type of supplementary activities should be used to improve Grade 10 students’ cross-cultural awareness and help them achieve communicative purposes?
Methods of the study
To achieve the research objectives, a quantitative method is employed, utilizing modified checklists from Cortazzi & Jin (1999), Hirsch et al (1988), and Chastain (1988) for cultural content analysis Additionally, the communicative content is assessed using the framework established by the American Council on the Teaching of Foreign Languages (ACTFL, 2012).
Design of the study
The thesis consists of five main chapters:
CHAPTER I INTRODUCTION – All the academic routines required for an MA thesis are presented
CHAPTER IV FINDINGS AND DISCUSSION
CHAPTER V CONCLUSION – Review of the findings, implications and limitations of the study and some suggestions for further research are given
LITERATURE REVIEW
Language and culture
Language and culture are intricately intertwined, each shaping and influencing the other as essential components of human communication Scholars like Wardhaugh (2002) highlight that language not only determines but also influences thought and culture, while culture, in turn, affects language Hymes (1964) emphasizes that speech is a core human activity, with language serving as a composite of various cultural elements This symbiotic relationship underscores the significance of both language and culture in understanding human interaction.
According to Nall & Nall (2009), language and culture are deeply interconnected, emphasizing that the study of a language must consider the associated culture, as languages cannot be understood in isolation from the cultural contexts in which they are used.
Krech (1962) identifies three key functions of language: first, it serves as the primary means of communication; second, it reflects and shapes individual personality and cultural history; and third, it facilitates cultural growth, societal continuity, and the effective functioning of social groups.
Language and culture are deeply interconnected, with language serving as a vital element of cultural identity It is influenced by cultural norms and practices while also acting as the main vehicle for transmitting cultural values and traditions.
Culture and culture learning
Culture is often described as "the ways of people" (Lado, 1957), encompassing the accepted and valued practices within a specific group or community This complexity makes culture a challenging concept to define, as it reflects the shared beliefs and behaviors that unite individuals within a society.
Culture encompasses the entire lifestyle of a foreign country, which includes its artistic productions, philosophical ideas, and general high culture (1989: 15) This definition highlights both the tangible aspects of culture that are easily observable and the intangible elements that are more challenging to discern, as noted by Saville-Troike (1975: 83).
Culture encompasses the accepted and patterned behaviors of a specific group, as defined by Thanasoulas (2001) It represents the learned aspects of human life that individuals acquire through their association with a particular community This concept not only includes a group's thoughts, emotions, and actions but also the internalized methods for performing tasks in specific ways.
Samovar, Porter & Stefani (1998: 36) defined culture in the way which is supposed “covered most of the major territory of culture on which scholars currently agree”:
Culture is defined as the accumulation of knowledge, experiences, beliefs, values, and attitudes that a group of people develops over generations through both individual and collective efforts It encompasses various aspects such as religion, time concepts, social roles, spatial relationships, and artifacts, reflecting the unique identity and worldview of the community.
Culture is a learned and inherited set of knowledge, beliefs, and attitudes shared by members of a specific community This definition highlights the distinctiveness of each community's culture, illustrating how it differentiates one group of people from another (Lund, 2006).
Learning a foreign language is inherently linked to understanding its culture, which is often taught implicitly in the classroom As Kramsch (1993) notes, culture plays a crucial role in language learning, serving as a backdrop as students strive for effective communication and seek to comprehend their surroundings.
A review of development of culture learning in English teaching and learning is shown in Table 2.1
Table 2.1 Development of culture learning in language teaching
Period Trends/ Movements Nature of culture/ Focus on
Role of culture in foreign language classroom
Cultural knowledge for the reading of literature
Differences that might impede communication in L2
Knowledge of culture necessary for building vocabulary
Socio-linguistic facts (greeting, apologizing, etc.)
Knowledge of culture to avoid communication breakdown
Essential integration of language and culture
Context and purpose for authentic language instruction
In the 1950s, grammar-translation dominated language teaching, prioritizing the mastery of grammar, vocabulary, and reading in the target language This approach emphasized cognitive understanding and the memorization of language rules, often at the expense of communicative and sociolinguistic skills Additionally, cultural education was largely centered on literature, geography, and factual aspects of the target culture.
The "C" culture domain, as defined by Brooks (1968), refers to "big-C" culture, which encompasses the pinnacle of human achievement and is often associated with elitism This concept, also known as culture MLA, highlights the greatest contributions in music, literature, and art within a country Chastain (1988) further elaborates that this form of culture emphasizes significant societal products and exceptional individuals, encompassing various fields such as politics, economy, history, literature, fine arts, sciences, and geography.
In the 1960s, the integration of culture learning into foreign language pedagogy marked a significant development, emphasizing "little 'c' culture," which encompasses all aspects of human life Defined by Brooks (1968), this concept also refers to culture BBV—Beliefs, Behavior, and Values Scholars like Tomalin & Stempleski (1993) and Pulverness (1995) further highlight that "way of life" and daily living are essential components of this cultural understanding in language education.
Culture, often referred to with a lowercase "c," encompasses the everyday aspects of life such as food, holidays, lifestyles, customs, and values During this period, pedagogical innovations placed greater emphasis on enhancing students' practical language skills, making cultural education integral to language classrooms According to Kramsch (1998), culture in foreign language education is conveyed through the words and actions of everyday speakers In the 1970s and 1980s, many foreign language theorists advocated for the inclusion of cultural content in language courses, highlighting its role in facilitating the learning process for students.
(1957) states that cultural insights would enhance students’ ability to communicate appropriately in situations of language use Also, Littlewood (cited in Byram, 1997:
55) advocates the value of cultural learning, although he still “keeps linguistic proficiency as the overall aim of communicative competence”
Communicative Competence, a term introduced by Hymes in 1972, refers to the understanding of grammar rules and the appropriate use of language in specific contexts Canale (1983) expanded this concept to include four key competencies: grammatical competence, which encompasses the mastery of phonological, morphological, syntactic, semantic rules, and lexical items; sociolinguistic competence, focusing on the pragmatic aspects of speech acts; strategic competence, which involves strategies to address communication breakdowns and enhance effectiveness; and discourse competence, the ability to combine grammatical forms and meanings for coherent spoken or written texts across various genres.
Since the 1990s, Intercultural Communicative Competence (ICC) has emerged as a central focus in language education Byram (1997) emphasizes that ICC encompasses essential attitudes, knowledge, and skills beyond mere linguistic abilities Key attitudes include curiosity, openness, and a willingness to challenge preconceived notions about other cultures and one’s own The necessary knowledge involves understanding social groups, their products, and practices in both local and foreign contexts, as well as grasping the dynamics of individual and social interactions Finally, the required skills consist of interpreting and relating to others, engaging in discovery and interaction, and fostering critical awareness and political education.
8 maintains that foreign language classroom should provide sufficient opportunities for the acquisition of the abovementioned skills, knowledge and attitudes
In summary, foreign language learning encompasses various elements, such as grammatical and communicative competence, language proficiency, and cultural competence Cultural competence, which involves understanding the traditions, customs, and beliefs of another country, is a vital aspect of language acquisition Many educators strive to integrate cultural education into their foreign language curricula, recognizing its importance in fostering a deeper understanding of the language.
Target, source, and international cultures
The study identifies three categories of cultural information for language textbooks, as proposed by Cortazzi & Jin (1999) These categories serve as a framework for integrating cultural elements into educational materials, enhancing the learning experience for students.
Source cultural materials are textbooks designed to showcase the learner's own culture, allowing them to communicate effectively about it with foreign visitors The primary goal of these textbooks is to equip learners with the ability to discuss their cultural identity rather than solely prepare them for interactions with other cultures.
Target culture materials primarily concentrate on specific cultures, notably the United Kingdom and the United States These textbooks are among the most widely used instructional resources in the English as a Foreign Language (EFL) context.
International target culture materials encompass textbooks that showcase diverse cultures from English-speaking countries where English is neither the first nor second language Cortazzi & Jin (1999) highlight that this category exists because non-native speakers often utilize English in global contexts.
Kachru's (1985) model illustrates the global sociolinguistic profile of English through three distinct circles: the Inner Circle, Outer Circle, and Expanding Circle The Inner Circle includes countries like the UK, USA, Canada, and Australia, which serve as the traditional cultural and linguistic bases of English In contrast, the Outer Circle encompasses regions that experienced prolonged British colonization and have since developed their own institutionalized varieties of English This model effectively highlights the diverse roles and spread of the English language across different cultural contexts.
The Expanding Circle encompasses countries like India, Kenya, and Bangladesh, where English plays diverse roles and is commonly studied for specific purposes such as business, technology, and academic access Unlike the Outer Circle, the varieties of English in the Expanding Circle often lack official status and are limited in their usage, reflecting a unique linguistic landscape (Kachru, 1985).
Figure 2.1: Kachru’s categorization of countries in which English is used
Checklists for analyzing the cultural features in foreign language textbooks
Over the past thirty years, numerous researchers in language education have developed checklists to evaluate cultural elements in language textbooks A leading figure in the field of intercultural learning and the incorporation of cultural content in education is Byram, whose influential works date back to 1989 and 1993.
In 1997, a comprehensive examination of cultural content in foreign language textbooks was conducted, resulting in a detailed checklist that evaluates how culture is represented This checklist includes eight main categories, each further divided into subcategories, addressing various aspects of culture, from its intangible spirit to tangible material infrastructure.
Cultural identity and social groups encompass various affiliations within a nation or state that extend beyond national identity These include social class, regional identity, and ethnic minorities, highlighting the intricate nature of individual social identities and the diversity within a national society.
• Social interaction which includes conventions of behavior in social interaction at differing levels of formality, as outsider and insider within social groups
• Belief and behavior which includes routine and taken-for granted actions within a social group and moral and religious beliefs
• Social and political institution which includes state institutions, health care, law & order, social security, and local government
• Socialization and life cycle which includes family, school, employment, media, and ceremonies which mark passage through stages of social life
• National history which includes historical and contemporary events seen as markers of national identity
• National geography which includes geographic factors seen as being significant by members
• Stereotypes and national identity which includes what is typical or a symbol of a national identity or stereotypes, e.g., famous people or monuments (Byram, 1993 cited in Alkatheery, 2011)
Numerous checklists have been published by various researchers; however, Byram (1997), Cortazzi & Jin (1999), and Skopinskaja (2003) highlight that many of these checklists lack essential dimensions of cultural studies Cortazzi & Jin further note that some checklists focus solely on specific cultural aspects, such as stereotypes or particular target cultures like America and Britain, while others overlook critical social issues, including unemployment, poverty, and racism.
Byram (1989) and Cortazzi & Jin (1999) offer Huhn’s (1978) list There are seven criteria to deal with the cultural content of foreign language textbooks in his list:
• Cultural information must be accurate and contemporary;
• The question of stereotypes must be handled critically;
• It must provide a realistic picture of the foreign society;
• It must be free from ideologies;
• Facts should not be presented in isolation;
• The historical material should be presented explicitly
According to Cunningsworth (1995), it is essential for students to comprehend the social and cultural context of a foreign language course, enabling them to interpret the relationships, behaviors, and intentions of the characters in the literature He emphasizes the importance of understanding these elements for a deeper engagement with the material.
• Are the social and cultural contexts in the textbook comprehensible to the students?
• Can students interpret the relationship, behaviors, intentions etc of the characters portrayed in the book?
• Are women given equal prominence to men in all aspects of the textbook?
• What physical and character attributes are women given?
• What professional and social positions are women shown as occupying?
• What do we learn about inner lives of the characters?
• To what extent is the language of feeling depicted?
• Do the textbook characters exist in some kind of social setting, within a social network?
• Are social relationships portrayed realistically?
The culture checklists developed by Huhn (1978), Byram (1993), Cunningsworth (1995), and other recent scholars have become more systematic over time Despite these advancements, researchers continue to face significant challenges in creating effective questionnaires to evaluate textbooks using these checklists.
Communication
Communication is the process of sharing information and fostering mutual understanding between individuals (Keyton, 2011) The term originates from the Latin word "communis," signifying a sense of commonality.
Effective communication requires a shared understanding that emerges from the exchange of information; without this, true communication cannot occur Key elements of the communication process are illustrated in Figure 2.2, as highlighted by Cheney (2011).
Effective communication involves two key elements: the sender and the receiver The sender, who has a desire to share an idea, encodes their message using words, symbols, or gestures This message, which can be verbal, nonverbal, or written, is transmitted through various channels such as face-to-face conversations, phone calls, emails, or written reports The receiver then decodes the message to extract its meaning However, noise—such as misunderstandings, language barriers, and emotional distractions—can distort the message Finally, feedback from the receiver to the sender is crucial, as it helps confirm whether the message was understood correctly.
The quality of communication is influenced by various elements in the communication process, and issues in any of these components can hinder effectiveness (Keyton, 2011) It is essential for information to be accurately encoded into a message that conveys the sender's intended meaning Additionally, the choice of medium for transmitting the message is crucial, as there are numerous options available.
School administrators and organizational members have various options for written communication, including memos, letters, reports, bulletin boards, handbooks, and newsletters For verbal communication, they can utilize face-to-face conversations, telephone calls, computers, public address systems, closed-circuit television, tape-recorded messages, sound/slide shows, and email Additionally, nonverbal communication through gestures, facial expressions, and body language plays a crucial role in effective messaging.
Position, body language, and clothing can all convey messages, as individuals tend to selectively decode information People are more inclined to view information positively when it aligns with their personal beliefs, values, and needs (Keyton, 2010) In the absence of feedback, communication is considered one-way; however, two-way communication, which includes feedback, is more effective and desirable.
Checklists for analyzing the communicative features in foreign language
Harmer (1991: 49) posits that all ESL teaching-learning procedures can be placed along a continuum, with non-communicative activities at the one end and communicative activities at the other end
Communication among humans is complex and dynamic, as noted by Harmer (1991) Individuals engage in communication with specific purposes, selecting appropriate expressions from their language repertoire based on the context Additionally, effective communication relies heavily on the listener, who plays a crucial role by being motivated and interested in the message Listeners actively process various grammatical structures and vocabulary to comprehend the information being conveyed.
From these generalizations about the nature of communication, Harmer (1991:
49) obtains the following characteristics of communicative activities:
• Learners are motivated to do them
Learners typically focus on the content of communication rather than the language structure itself, driven by a specific communicative purpose.
• Learners usually deal with a variety of language, either receptively or productively
During communicative activities, teachers typically refrain from intervening by pointing out mistakes, emphasizing accuracy, or requiring students to repeat parts of the task.
• The teacher may participate in the activities, while also watching and listening in order to be able to give feedback
• Learners are usually not required to use only certain language structures/forms and are not restricted in what to say or how to say it
Activities that prioritize accuracy and language form represent one end of a continuum, contrasting with those that emphasize content At this non-communicative end, teachers can intervene at any moment, providing learners with specially designed materials that focus on a limited scope of language.
According to Harmer (1991), ESL teaching-learning occurs in three key stages: presentation, practice, and communicative activities The presentation stage is primarily focused on teaching linguistic structures, such as grammar, and vocabulary, positioning it at the "non-communicative" end of the communication continuum.
Yalden (1987) emphasizes the importance of sequencing language items to correspond with distinct levels of learner proficiency, such as beginner, intermediate, or advanced During the presentation stage, teachers often employ controlled techniques, encouraging repetition and drills while focusing on accuracy and correcting mistakes Once learners grasp the new language concepts, drilling is typically phased out, allowing for more spontaneous language production Teachers then explain the formation and grammar of the new language in detail, often utilizing grammatical terminology and providing concise lectures on the topic (Harmer, 1991).
The practice stage includes activities that bridge the gap between different levels of communication, aiming to provide learners with targeted practice in specific language areas (Harmer, 1991) According to Harmer (1991), these activities can be categorized into those that offer language input and those that promote language output, facilitating a comprehensive learning experience.
Language learning involves learners actively receiving language input, but mere exposure is not enough for effective acquisition To enhance their learning experience, it is essential to provide learners with additional support and resources.
Activating language knowledge through 15 opportunities enhances learners' language production in classroom settings This practice enables students to rehearse their language skills while receiving valuable feedback from teachers and peers Such feedback allows learners to refine their understanding and perceptions of the language input they encounter, ultimately improving their language proficiency.
During the practice stage, the teacher can provide minimal intervention to guide learners and highlight any inaccuracies This support allows learners to gain additional insights into the language.
The communicative activities stage represents the advanced end of the language learning continuum, promoting learner autonomy in language use (Harmer, 1991: 51) During this stage, teachers typically refrain from intervening, allowing students to transition from controlled to free language use As learners engage in these activities, teachers monitor their performance to assess their coping abilities The outcomes inform future lessons, focusing on language aspects that learners struggled with This approach enables both teachers and students to track progress from initial presentation to active communication The communicative continuum is visually summarized in Table 2.2.
Table 2.2 The communication continuum (Harmer, 1991: 50)
Non-communicative activities Communicative activities
Littlewood (2004: 322) presents a continuum that categorizes language learning activities into five distinct types: non-communicative learning, pre-communicative language practice, communicative language practice, structured communication, and authentic communication This framework serves as a valuable guide to assess the communicative nature of various learning activities, transcending specific teaching methods For further clarity, Table 2.3 offers brief descriptions and practical examples of each activity type.
Table 2.3 Continuum of textbook activity communicativeness
Focuses on the structure of language
(form, meaning) and includes substitution and awareness raising exercises
Practices language with some attention to meaning but does not exchange new messages and includes question-and- answer practice
Practices pre- taught language in a context where new information is exchanged and includes information- gap activities and personalized questions
Uses language in situations to elicit pre- taught language with some unpredictability and includes structured role plays and simple problem solving
Uses language in situations where the meanings are unpredictable and includes creative role- plays and complex problem solving
The role of textbook in language teaching and learning
Textbooks and instructional materials play a crucial role in English as a Foreign Language (EFL) classrooms According to Sheldon (1988), they serve as the core of any English teaching program, providing significant benefits for both students and teachers in ESL/EFL settings Additionally, students tend to prefer published materials, viewing them as more systematic and credible compared to teacher-created resources.
Graves (2000: 175) and Basturkmen (2010: 149) state the most frequently advantages of using textbooks as the following:
• It provides a syllabus for the course because the authors of the syllabus have made decisions about what will be learned and in what order
• It provides security for the students because they have a kind of a road map of the course: they know what to expect and they know what is expected form them
• It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials
• It provides teachers with a basic of assessing students’ learning Some textbooks include tests or evaluation tools
• It may include supporting materials (teacher’s guide, CDs, worksheets, and videos)
• It provides consistency within a program across a given level, if all teachers use the same textbook If textbooks follow a sequence, as within a series, it provides consistency between levels
While numerous scholars highlight the benefits of utilizing ESL/EFL textbooks, some researchers express reservations about their exclusive use The most commonly cited disadvantage of relying solely on pre-packaged textbooks includes a lack of adaptability to diverse learner needs and contexts (Graves 2000: 175, Basturkmen 2010: 249).
Textbooks frequently cater to global markets, leading to content that may not align with the specific interests and needs of students As a result, examples and materials can be irrelevant or inappropriate for particular groups, failing to effectively engage learners.
Texts and dialogues in educational materials often feature inauthentic language, as they are crafted to highlight specific teaching points rather than reflect genuine language use.
The content may lack the appropriate complexity and balance of activities, leading to an overemphasis on certain language aspects while neglecting others Additionally, it might not encompass all the elements that teachers wish to incorporate into their lessons.
• The sequence of units is not in accordance with the real work-related needs
• The activities, readings, visuals, etc., may be boring
• The timetable for completing the textbooks or parts of it may be unrealistic
The current textbook used in Vietnam fails to consider students' prior knowledge, in stark contrast to the competitive instructional material markets in Western countries While three publishers, including Ho Chi Minh City Pedagogical University, Hanoi Pedagogical University, and Hue Pedagogical University, are authorized to create and publish textbooks, the Vietnam Education Publishing House holds exclusive rights to supply them This designated nature of textbook provision results in a uniform approach to teaching materials across the country.
In Vietnam, especially in high schools, English textbooks are often regarded as authoritative resources by both teachers and students, leading to a significant emphasis on textbook-related activities in the classroom Many educators rely on these textbooks as their primary teaching tools, with the expectation of thoroughly covering all content Consequently, textbooks are perceived as factual and authoritative sources for both linguistic and cultural knowledge This reliance highlights the critical role that textbooks play in the teaching and learning of culture and intercultural communication in English education throughout Vietnam.
In summary, textbooks are essential in the teaching and learning of English, offering numerous benefits for both learners and educators Notably, the cultural content within these textbooks significantly impacts learners, enhancing their understanding and engagement with the language.
Related studies
2.8.1 Textbook analysis of culture contents
In Yamanaka's (2006) study evaluating English textbooks through the lens of Kachru’s three-concentric-circles model, three junior high school and ten senior high school textbooks were analyzed The findings revealed a predominant focus on American cultural items, particularly in textbooks for all grades, while nations from the Outer circle received significantly less attention Notably, Japan's cultural elements comprised about 64% of the content in these textbooks, highlighting its strong presence in the Expanding circle Yamanaka suggested that a more balanced representation of cultures from both the Outer and Expanding circles would be beneficial, as English serves as a global language for communication Enhancing the diversity of cultural content in textbooks would better prepare young Japanese learners to engage with a wide range of global cultures.
Syahri and Susanti (2016) conducted a content analysis of English textbooks for senior high schools in Palembang, Indonesia, examining 4,058 paragraphs and 2,587 images using Byram's (1993) cultural content checklist Their findings revealed that only half of the nine analyzed textbook series adequately promoted local culture, while the other half lacked sufficient local cultural content Notably, none of the textbooks achieved a cultural integration percentage above fifty percent, highlighting the urgent need for improvement in cultural content The study emphasizes the importance of balancing local and target culture in textbook publishing to enhance cultural integration in English language education.
Numerous studies in Vietnam have examined the cultural content in English textbooks across various educational levels Tran Thi Hai (2014) conducted a cross-cultural analysis of the old version of the grade 11 English textbook, utilizing modified checklists from Cortazzi & Jin, Hirsch et al., and Chastain The findings indicated that the textbook serves as an international target culture resource, exposing students to multiple cultures, with English-speaking cultures being nearly as prevalent as world cultures (15% and 16%, respectively) Additionally, the textbook includes elements of cross-cultural comparison (8%), which contribute to enhancing students' cross-cultural awareness while also improving their language skills.
2.8.2 Textbook analysis of communication contents
In her 2008 study, Fleur Ogura analyzed the communication content found in senior high school oral communication textbooks in Japan She categorized the speaking exercises according to a continuum proposed by Littlewood (2004), which classifies language learning activities into five distinct types: non-communicative learning, pre-communicative language practice, communicative language practice, structured communication, and authentic communication.
In non-communicative learning, around 30% of exercises involve activities like chorus readings and dialogues that require students to utilize hints from a nearby box Additionally, pre-communicative language practice constitutes nearly 40% of the exercises found in textbooks.
The analysis of exercises reveals that approximately 25% are identified as communicative language practice, featuring information gaps that encourage students to actively engage as both information senders and receivers A common type of exercise is the opinion gap, where students share personal ideas or preferences, predominantly found in the initial sections of textbooks While structured communication exercises, which make up about 5% of the content, are more organized, authentic communication activities are scarce, comprising less than 1% of the total exercises.
Tu Cam Thi Dang and Corinne Seals (2016) explored the integration of sociolinguistic elements in Vietnam's primary English textbooks They began by outlining the context of English teaching in Vietnam and assessing the textbooks against the foreign language education objectives set by the Ministry of Education and Training for 2008–2020 Their evaluation focused on four key sociolinguistic aspects: teaching approach, bilingualism, language variations, and intercultural communication The findings revealed that while the textbooks adhere to a communicative language teaching framework, they still lack sufficient coverage of English variations and cross-cultural knowledge.
In the realm of intercultural communication, the design of textbooks emphasizes the importance of real-life communication These textbooks often feature communicative activities crafted within authentic and meaningful contexts For instance, prior to presenting each dialogue, the context is explicitly outlined, enhancing the relevance and applicability of the material.
“It is Mr Loc’s Art class Mai and Nam are talking about their dream houses” (Lesson
In Unit 15 of Tieng Anh 5, learners engage with realistic scenarios that encourage them to envision their responses and interactions Each unit provides numerous chances to practice key language features, including the past simple tense, enhancing their language skills through practical application.
In the context of a past birthday party, as introduced in Tieng Anh 5, Book 2, page 25, learners engage with a dialogue that utilizes the past tense This activity allows them to listen, read, write, and discuss various experiences related to their past birthday celebrations.
Figure 2.3 Meaningful contexts given in each designed conversation
Additionally, an integrated skills approach is preferred in CLT (Richards,
In Tieng Anh 5, each unit integrates listening tasks with speaking activities and reading tasks with writing exercises For instance, in Lesson 1 of Unit 1, titled “A Summer Camp,” students engage with a dialogue set in a Vietnamese summer camp, which encourages them to participate in a question-and-answer format.
The textbook design avoids decontextualized grammar activities, instead introducing learners to dialogues that incorporate target grammar features For example, in Lesson 3 of Unit 1 from Tieng Anh 5, students engage with a conversation that uses the structure "Where’s he from? He’s from Indonesia," encouraging them to apply grammar within a meaningful context.
After engaging with the conversation and practicing, students are encouraged to utilize the learned structure to inquire about the nationalities of various individuals According to Nunan (2003) and Mai and Iwashita (2012), Communicative Language Teaching (CLT) has long been anticipated in Vietnam, yet its practical implementation has been somewhat restricted The recently introduced Tieng Anh 5 features activities designed in alignment with the CLT approach, aiming to enhance the communicative skills of Vietnamese children.
Figure 2.4 Contextualized grammar activities applying the CLT approach
Communication content in English textbooks in Vietnam has not received significant attention, and there is a limited number of studies addressing this issue This thesis aims to contribute valuable insights to enhance the understanding of communication in these educational materials.
23 the evaluation of the communication contents would be a source of reference for English teachers, especially those in high schools
METHODOLOGY
Material for textbook analysis
A content analysis was performed to examine the categories and types of culture and communication tasks in the "Tieng Anh 10" textbook Approved by the Ministry of Education and Training, this locally produced textbook was developed by Vietnamese authors in collaboration with Pearson Education Publishing Group.
"Tieng Anh 10" is the first book in a three-level English textbook series designed for Vietnamese upper secondary schools Approved by the Minister of Education and Training on November 23, 2012, this curriculum is systematic, cyclical, and theme-based The primary goal of these textbooks is to enhance students' communicative skills in listening, speaking, reading, and writing, enabling them to achieve level three of the Vietnamese Foreign Language Competence Framework, which corresponds to B1 in the Common European Framework of Reference for Languages, by the time they graduate from upper secondary school.
The textbook "Tieng Anh 10" was selected due to its popularity among upper secondary schools in Vietnam, aligning with national curriculum standards Additionally, it is part of a pilot project for the Ministry of Education and Training's textbook renovation program, featuring contemporary topics that reflect global trends.
“Tieng Anh 10” is divided into two volumes: “Tieng Anh 10” Volume 1 and
“Tieng Anh 10” Volume 2 Both books contain 10 units The topics of the ten units are shown in the table 3.1
Table 3.1 Units and topics in the textbook
Unit 1 Family Life Unit 6 Gender Equality
Unit 2 Your Body and You Unit 7 Cultural Diversity
Unit 3 Music Unit 8 New Ways to Learn
Unit 4 For a Better Community Unit 9 Preserving the Environment
Each textbook features a comprehensive book map that outlines the structure and sections of the content, including five topic-based units, each consisting of five sections taught over eight 45-minute lessons Additionally, there are two review lessons designed for revising and practicing previous units, each conducted in two 45-minute sessions The textbook also includes a glossary that offers phonetic transcriptions of new vocabulary along with their Vietnamese translations.
In the student’s book, each unit has five sections that should be taught in eight 45-minute lessons
Section 1 Getting started: It begins with a conversation which introduces the overall topic of the unit, the basic vocabulary and the main grammatical structures
Section 2 Language: This section comprises of three sub-sections:
In this section, we delve deeper into vocabulary and grammar, building on previous lessons while introducing new concepts to enhance students' understanding for future application Additionally, the pronunciation segment offers students the chance to practice challenging sounds, sound clusters, and word stresses, ensuring they develop confidence in their speaking skills.
Section 3 Skills: This section consists of four sub-sections: Reading (intended to develop student’s reading abilities), Speaking (students can use the ideas and apply the language they learn in their speaking activities), Listening (aims to develop students’ listening skills) and Writing (prepares students to cope with the problems of lack of ideas and lack of necessary language to express ideas)
Section 4 Communication and Culture: The Communication sub-section provides students with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit The Culture sub-section is aimed at providing students with cultural knowledge of the ASEAN countries and English- speaking countries around the world Students have a chance to compare features of Vietnamese culture with those of other countries This will broaden student’s background knowledge about the world and deepen their knowledge about the culture of Vietnam
Section 5 Looking back and Project: The Looking back sub-section is designed for the revision and consolidation of the language learnt in the previous sections The Project is aimed at providing students with an opportunity to apply the language and skills they learn throughout the unit to perform a task in a realistic situation
Research questions
The study focuses on identifying the cultural and communicative contents in the new 10 th grade English textbook Therefore, the study is set up to answer the following questions:
1 What categories of culture are presented in the new 10 th grade English textbook?
2 What categories of communication are presented in the new 10 th grade English textbook?
3 What type of supplementary activities should be used to improve Grade 10 students’ cross-cultural awareness and help them achieve communicative purposes?
Research methods
This study employs descriptive method in order to analyze and quantify:
• how culture is treated basing on the modified checklists designed by Cortazzi
& Jin, Hirsch et al and Chastain
• how communication is treated according to the standards of the American Council for the Teaching of Foreign Languages (ACTFL)
The data collected from references, investigation, findings and discussions are analyzed
Steps to conduct the study are presented:
1 Reference to theoretical background of communicative cross-cultural treatment, communicative and cultural content, communicative and cultural categories, communicative and cultural teaching;
2 Investigation in the new 10 th grade English textbook developed by Hoang Van Van, Hoang Thi Xuan Hoa et al., Vietnam Education Publishing House, cooperated with David Kaye, Pearson Educational Publishing Group, 2012;
3 Findings and discussions about communicative and cultural contents in the textbook and suggest some activities to raise students’ cross-cultural awareness
Data collection procedures
In this study, the communicative and cross-cultural analysis of the textbook is carried out according to the following procedures:
1 Read and review theoretical background of culture and communication from referent books, research papers, etc.;
2 Select scholars’ checklists used for cross-cultural analysis and the communicative framework for communicative modes analysis in the study;
3 List the titles of ten units in the textbook to investigate main themes presented in it;
4 Read the Communication and culture section and highlight main topics/ sub- topics of each sub-section as well as their illustrations (if any) Then, categorize the contents of the passages and illustrations according to the checklists and framework developed for the analysis;
5 Make statistics and present the results in tables to analyze, compare and summarize the frequency of occurrence of cultural and communicative contents;
6 Suggest activities to raise students’ cross-cultural awareness and achieve communicative purposes.
Checklists for the cultural analysis in the study
The author based on two modified checklists designed by Cortazzi & Jin, Hirsch et al., and Chastain to conduct the analysis
Cortazzi and Jin's (1999) initial checklist serves as a framework for evaluating English textbooks based on their cultural representation The updated classification for the new 10th-grade English textbook encompasses various categories that reflect this cultural treatment.
• Referring to foreign culture: o English speaking cultures o World cultures o Cross-national comparison o Universal culture
The second checklist by Hirsch et al (1988) and Chastain (1988: 304) is used to calculate the number of detailed cultural categories There are fourteen fields presented in this checklist:
The analysis of the new 10th grade English textbook is limited to its cultural teaching content, providing a quantitative overview of different cultural categories included Two checklists were utilized to assess the types of cultural content and the frequency of references to various countries and cultural categories within the textbook.
Checklist for the communicative analysis in the study
The author employed the American Council for the Teaching of Foreign Languages (ACTFL) communicative framework to evaluate the communicative categories present in the textbook This framework aligns with the "5 Cs" of the National Standards for Foreign Language Learning, which encompass Communication, Cultures, Connections, Comparisons, and Communities.
The communicative framework consists of three modes:
• Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinion (Interpersonal mode)
• Standard 2: Students understand and interpret written and spoken language on a variety of topics (Interpretive mode)
• Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (Presentation mode)
The ACTFL communicative framework was selected to align with the requirements of the new English general education program, which primarily aims to enhance students' communicative competence.
(2) helping students broadly understand about the nation, people, and culture of English-speaking and other countries; and (3) helping students adopt positive attitude
29 and warm affection towards the nation people, cultures, and languages of English- speaking and other countries
The analysis of the new 10th-grade English textbook is limited to its communicative teaching content, providing a quantitative overview of various communicative categories The focus is on the types of communicative modes included and the frequency of communicative activities presented within the textbook.
FINDINGS AND DISCUSSION
Research question 3
10 students’ cross-cultural awareness and help them achieve communicative purposes
What categories of culture are presented in the new 10 th grade English textbook? 4.1.1 Categories of culture in the textbook
The analysis of the new 10th grade English textbook revealed insights into the cultural categories included, specifically focusing on Vietnamese culture, English-speaking cultures, world cultures, cross-national comparisons, and universal culture The findings, based on the percentage of occurrence of these five cultural categories, will be detailed in the appendix, showcasing their distribution across each unit of the textbook.
Table 4.1 presents the frequency and types of references to both Vietnamese and foreign cultures as outlined in the checklist by Cortazzi & Jin (1994: 204) This classification evaluates the cross-cultural treatment in the new 10th-grade English textbook.
The frequency and types of references to Vietnamese and foreign cultures
2.1 Referring to English-speaking cultures 3 12%
The textbook primarily features foreign culture, with 80% of its content dedicated to it, compared to only 20% focused on Vietnamese culture Notably, 40% of the material highlights world culture, showcasing diverse traditions and practices from various countries, including family life in Singapore, health beliefs in Indonesia, and the legacy of Gandhi in India Additionally, it covers inventions from China, Japan, Singapore, the Philippines, and Thailand, along with ecotourism in African nations The emphasis on ASEAN countries enriches students' understanding of the cultural landscape within the ASEAN community.
The second most popular content category focuses on Vietnamese culture and cross-national comparisons, accounting for 20% of the material This section explores a wide range of topics related to Vietnamese culture, including family life, traditional health beliefs and practices, traditional music, concepts of success, and ecotourism Additionally, cross-national comparisons highlight the similarities and differences between Vietnamese culture and other cultures, particularly those of English-speaking countries and global cultures.
The textbook highlights English-speaking cultures, specifically focusing on the United Kingdom and the United States, as a significant topic It explores various aspects such as American concepts of success, gender equality in the UK, and the integration of technology in American education Countries where English is the primary language include the UK, the US, Australia, Canada, New Zealand, and Ireland.
Universal culture represents the lowest percentage at 8%, focusing on two key topics: the natural environment, specifically through the World Wide Fund for Nature and ecotourism Despite their minimal representation, these issues highlight significant global environmental challenges Students gain essential knowledge about the environmental dilemmas humanity faces and learn how to engage as responsible tourists.
4.1.2 Types of culture in the textbook
According to the cultural categories established by Hirsch et al (1988) and Chastain (1988), Table 4.2 illustrates the frequency and percentage distribution of specific cultural themes found in the new 10th grade English textbook, with a comprehensive summary available in Appendix B.
Table 4.2 Distribution of frequency and percentage of cultural themes
Table 4.2 highlights the frequency and percentage of fourteen cultural themes in the textbook "Society and Lifestyle" and "Business and Economy" emerge as the most prominent themes, each accounting for 15.38% of occurrences Following closely are "Nature" and "Education," both at 11.54% The themes of "History," "Science and Technology," and "Health" each represent 7.69%, while "Geography," "Language and Literature," "Fine Arts," "Festivals and Holidays," and "Sports" are the least frequent, each at 3.85%.
The textbook prominently features the themes of "Society and Lifestyle" and "Business and Economy," highlighting their significance through frequency and percentage These themes encompass diverse cultural aspects, including Vietnamese culture, English-speaking cultures, and global cultures Key topics explored include family life in Vietnam and Singapore, gender equality in the UK, and varying concepts of success in Vietnam and the US.
“Business and Economy” was also observed at a high frequency for various cultures It was introduced by topics such as inventions in agriculture of Thailand’s
33 king, contribution of the UK’s women in the workforce, and financial benefits from ecotourism in Vietnam and Africa countries
The themes of "Nature" and "Education" were highlighted, ranking second in importance The "Nature" theme addressed key issues such as pollution in ASEAN countries, environmental preservation, and the role of ecotourism in Vietnam and Africa Meanwhile, the "Education" theme explored various aspects, including educational practices for children in Vietnam and Singapore, a comparison of academic performance between girls and boys in the UK, the integration of electronic devices in US education, and the promotion of local culture through ecotourism.
Besides these themes, the attention was paid to “History”, “Science and Technology”, “Health”, “Geography”, “Language and Literature”, “Fine Arts”,
“Festivals and Holidays”, and “Sports” with approximately 3.85% - 7.69% There is no appearance of “Politics” and “Hobbies” themes
What categories of communication are presented in the new 10 th grade English textbook?
To address the second research question regarding the categories of communication in the new 10th-grade English textbook, Table 4.3 will illustrate the distribution and percentage of these categories Additionally, detailed statistics on the three modes of communication featured in the textbook can be found in Appendix C.
Based on the the communicative framework of ACTFL, the distribution of frequency and percentage of three standards of communication in the textbook are summarized
Distribution of frequency and percentage of communicative categories
As can be seen from Table 4.3., interpretive mode was the most employed mode with 41.3%, followed by interpersonal mode with 36.96% The least designed mode was presentational mode with 21.74%
In the interpretive mode, students are able to grasp the main idea and key information on familiar topics through various forms of communication, including spoken, written, or signed texts This mode is emphasized as it requires students to have background knowledge on the subject matter before effectively engaging in the other communicative modes The textbook's activities primarily focus on listening to recordings about topics such as sharing housework and local entertainment, reading passages on issues like gender equality in Vietnam and gift-giving in the UK, and viewing images related to the health benefits of physical activities and environmental challenges.
In the interpersonal mode, students engage in spontaneous conversations—spoken, written, or signed—about familiar topics, forming sentences to ask and answer diverse questions The textbook emphasizes participation in pair and group activities, where students exchange information and ideas, such as discussing the sharing of household chores.
Involving 35 families, the discussion highlights the health benefits of physical activities and emphasizes the importance of gender equality and gift-giving across cultures Participants are encouraged to express and support their preferences and opinions on essential community development activities, the use of electronic devices in classrooms, and decisions regarding eco-tour destinations.
In the presentational mode, students effectively communicate information and express their thoughts on familiar topics through spoken, written, or signed language Common activities include presenting opinions or persuasive arguments, such as discussing roles in household chores, volunteer efforts for community development, and the pros and cons of electronic devices in the classroom Additionally, students may be tasked with informing or describing, which involves reporting group opinions on sharing chores, listing beneficial activities for health, explaining their group's findings on inventions, or suggesting environmental protection measures.
What type of supplementary activities should be used to improve Grade 10 students’ cross-cultural awareness and help them achieve communicative purposes?
4.3.1 Influence of factors on the choice of activities when teaching culture and communication