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and Discussion ........41
Chapter 5 Conclusions ........49
5.1 Main Findings........49
5.2 Limitations of This Study .....51
5.3 Suggestions for Future Study ....52

Chapter 4 A Case Study

4.1 Examination over Aspects Concerning Knowledge
There are 4 sections which include passages containing cultural content in eachunit, the Pre-reading Task as Part I, Text A in Part 2, Language Sense Enhancement inPart 2, Text B in part 3. The pre-reading task as Part 1 serves as an introduction to thetopic of the whole unit, it includes a section of listening content which would be a songwith or without an introduction, a poem, an introduction to a person, a funny story or adialogue. The language sense enhancement in Part 2 serves as a practice which iscomposed of a poem, quotations and words of certain people, and a humorous story orjoke for fun. Passages in these two sections are not long and monotonous and regular incontent and pattern. Text A in Part 2 and text B in part 3 are designed to serve as mainsources of language input to be utilized by the instructor and learners, therefore theexamination of different categories of cultures mentioned above focuses mainly onthese 2 sections.
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Conclusion

The author thinks it is necessary to emphasize here that the textbook evaluationconducted in this study belongs to textbook evaluation before textbook application,which is only the preliminary stage of a complete evaluation, including the evaluationduring and after the application of textbook. The purpose of this study is to examinepossible aspects in the textbooks that may have an effect on the development andimprovement of learners’ intercultural communicative competence based on theoreticalfoundation of the fundamental components of ICC. Whether the learners’ interculturalcommunicative competence can actually be developed or improved through theapplication of textbook depends on many factors apart from textbooks and oneimportant factor is the instructor’s appropriate instruction. Furthermore, the final effectof textbook application on learners’ ICC can only be concluded after completion of allthree stages of textbook evaluation. The significance of this study is to makesuggestions based on its findings for textbook users on how to narrow down theirpreliminary choice in textbook market and to make use of textbook in a better way byappropriate material supplementation and adaptation.
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Reference (omitted)

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