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Chapter Three Research methodology.........20
3.1 Research questions......20
3.2 Data source......20
3.3 Instruments of the study....21
3.4 Data collection and analysis....23
Chapter Four Evaluation of cultural contents........25
4.1 Categories of cultural contents in RSEFC.......25
4.2 The Strengthens and weaknesses of RSEFC in terms......33
4.2.1 The strengthens of RSEFC .......33
4.2.2 The weaknesses of RSEFC.......34
4.3 Teachers and learners perception of cultural contents........36
Chapter 5 Conclusion ......42
5.1 Major findings.......42
5.2 Limitations of study ....43
5.3 Suggestions for further study ........43

Chapter Four Evaluation of cultural contents in RSEFC

Within language teaching, some scholars have examined a range of differentaspects of second language use that subject to culturally based influences, includingclassroom interaction, roles of teachers and students, and teaching styles. Amongthose variables, textbooks in language teaching methodology and classroom texts,however, typically offer a very rudimentary perspective on culture factors in teachingand learning. This paper seeks to evaluate the treatment of cultural content in RSEFCto see whether the cultural content selected in RSEFC can well present the culturalcontent required in Curriculum Criteria and meets the requirements of CurriculumCriteria and how are the cultural contents presented and organized in RSEFC? Thosetwo aspects will be the major examining filed in the process of evaluating thetreatment of cultural content in RSEFC.
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Conclusion

(1) The cultural contents of RSEFC are put into eight categories according tocriteria of Byram: social identity and social groups, social interaction, belief andbehavior, social and political institutions, socialization and the life cycle, nationalhistory, national geography, stereotypes and national identity. From the percentage ofFigure 3, it can be concluded that the reading materials in RSEFC mostly depicthistory and geography of European countries, covering famous figure and bands,literature and mythology, festivals and religion, countries, cities, waters, mountains,architecture, parks, caves, churches and etc while tend to neglect the belief, behavior,social interaction of culture.
(2)The advantages of RSEFC in terms of cultural contents are: To start with, thescope of cultural contents covers a large span. Secondly, genres of text are mostlynarratives and age of hero is very closely to senior high school students. Thirdly, theselection of cultural contents reflects contemporary events, keeping pace with moderntime. Fourthly, two items among Byram’s criteria eight items, national history andnational geography, are paid much emphasis by compliers. Such design may beresulted from the consideration that these materials can greatly trigger interests ofstudents learning foreign language.
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Reference (omitted)

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