Percepciones de los estudiantes de inglés como lengua extranjera sobre los elementos culturales representados en los libros de texto chinos de ILE
Palabras clave:
cultura, inglés como lengua extranjera, percepción de los estudiantes, evaluación de libros de textoResumen
Nuestro estudio tiene como objetivo analizar culturalmente una serie de libros de texto en China utilizando un cuestionario tomado de Kilickaya (2004). Con este fin, un total de 635 estudiantes de inglés como lengua extranjera (ILE) participaron en el cuestionario, y se seleccionaron al azar 31 estudiantes para una entrevista semiestructurada. Los resultados revelaron que los estudiantes percibieron de manera positiva el significado y propósito de los libros de texto. Se sugiere que los libros de texto incluyan tanto macroculturas como microculturas. Las contribuciones docentes lograron presentar diversas perspectivas desde el punto de vista de los estudiantes, quienes consideraron que los libros de texto representaban sociedades diversas y eran relevantes para su cultura local. Sin embargo, los manuales resultaron menos efectivos en la presentación de los valores de los grupos sociales. Los resultados evidenciaron que la ubicación de las imágenes y el texto en los libros de texto funciona como un índice visual. En China, los libros de texto de ILE se enfocan principalmente en el significado descriptivo a través de las relaciones entre textos, imágenes y tareas. En última instancia, este estudio proporciona implicaciones prácticas para la enseñanza de ILE.
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FUNDING INFORMATION
The current study was supported by the Philosophy and Social Sciences Program of the Henan Provincial Government (Grant Number: 2021BXW007). The article was also supported by Inner Mongolia University of Finance and Economics, People’s Republic of China. The authors are also grateful for the insightful comments suggested by the editor and the anonymous reviewers.
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