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Chapter 2 Literature Review

2.1 Intercultural Communicative Competence (ICC)
According to Chomsky’s theory of language, people are born with a universalgrammar, through which language is generated and processed. The competence oflanguage, deemed to be an intrinsic capacity of mind, was defined as sets of principlesand conditions from which the grammatical rules for language systems are developed.Chomsky proposed the concept of linguistic competence to capture those sets ofprinciples, conditions and rules for generating the structural components of alanguage[8].For Dell Hymes, Chomsky’s definition of language knowledge could not accountfor the knowledge and skills that individuals must have to understand and produceutterances appropriate to the particular cultural contexts in which they occur. Drawingon rich ethnographic data on language use from a variety of social groups, Hymes callsfor a significantly different understanding of competence. He defined it in terms of boththe knowledge and ability that individuals need to understand and use linguisticresources in ways that are structurally well formed, socially and contextuallyappropriate, and culturally feasible in communicative contexts constitutive of thedifferent groups and communities of which the individuals are members. It is important to note that, for Hymes, the notion of ability was defined in terms of accessibility ratherthan considered to be an innate trait.
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2.2 Mainstream Material Evaluation Frameworks
The analysis and evaluation of teaching materials originated from mid 19th centuryin western countries. Despite of its short history of over 150 years, a great manyachievements have been made until now. At first, the studies conducted in Europeancountries and America focused mainly on evaluation and analysis of specific teachingmaterials. It was not until early 20thcentury that the studies have been developed into asystemic theory of teaching material evaluation. The study of English textbookevaluation has drawn great attention from scholars and experts in the English educationcircle at home. However, as the studies started late at home, and an evaluationframework in line with current situation of teaching and learning at home has not beenformed and established yet, English textbook evaluation at home mostly introducedmainstream textbook evaluation frameworks from abroad. There indeed were fewEnglish textbooks for users to choose ten years ago, textbook evaluation in fact was notimportant to most instructors and learners at that time. With the increased diversity ofEnglish textbooks , the demand for an evaluation framework in accordance with currentsituation of teaching and learning at home becomes pressing. The desired framework isexpected to provide scientific and reasonable grounds for instructors and learners toevaluate and make comparison between different textbooks and choose the right one[17].
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Chapter 3 Check List for Evaluation.....17
3.1 Rationale for Setting up the Check List for Evaluation.....17
Chapter 4 A Case Study.......25
4.1 Examination over Aspects Concerning Knowledge .....25
4.2 Examination over Aspects concerning Attitude ......31
4.3 Examination over Aspects concerning Skill.......37
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