| ISSN: 2583-3812 | ISSN: 2583-3812JOURNAL ARTICLE
Keywords: English textbooks, cross-cultural competence, feasibility
Abstract: Against the backdrop of increasingly frequent globalization and international communication, English serves not only as a tool for international exchange but also carries the function of disseminating and communicating diverse cultures. University English textbooks are not just tools for language learning but also crucial mediums for fostering students’ cross-cultural communication skills. This paper examines the cultural content reflected in the textbook and its impact on students’ cross-cultural communication abilities in the third edition of New Horizon College English Textbook for Viewing, Listening and Speaking (Third edition, Book 2) textbooks from a cross-cultural perspective. A framework of cross-cultural competence teaching for textbook analysis was constructed based on the previous research. The study analyzes the cultural content and its presentation in the textbooks according to the different dimensions of the framework, revealing significant differences in the selection and presentation of cultural content. Research findings show that the textbooks primarily focus on introducing English and American cultures while neglecting the diversity of other English-speaking countries and students’ local cultures, resulting in a narrow cultural perspective. Furthermore, the depth and breadth of cultural content are insufficient to comprehensively develop students’ cross-cultural communication skills. It is suggested that when using these textbooks for cultivating cross-cultural skills, attention should be given to diverse cultures, balancing the introduction of different cultures, incorporating students’ local cultures, and helping them develop a global perspective. By enriching cultural content and implementing diverse teaching activities, students’ cross-cultural understanding and communication skills can be enhanced, fostering international exchange and cooperation.
Article Info: Received: 13 Aug 2024; Received in revised form: 15 Sep 2024: Accepted: 22 Sep 2024: Available online: 28 Sep 2024
DOI: 10.22161/ijeel.3.5.4
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