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ving in this region today (Tu, 2018). Ethnically speaking, “Chinese culture” is a kind of culture that has been formed over the past 5,000 years by the Chinese nation in the process of conflict and integration with ethnic minorities, and then through the common great practice of all members of the Chinese nation (Tu, 2018). Generally speaking, Chinese culture refers to the sum of the material and spiritual culture created by the Chinese nation during its historical development. The New Curriculum Standards (2018, p. 32) emphasizes the status and role of Chinese excellent traditional culture, revolutionary culture and advanced socialist culture in English teaching, which is conducive to promoting students to form correct values and moral emotions, to become civilized and socially responsible people, to draw the essence of culture, to enhance cultural confidence, to identify with excellent culture, and to promote the cultivation and formation of core literacy in English subjects. 

2.2 Relevant Studies on Cultural Content in English Textbook

The research on cultural content in foreign language textbook at home and abroad started relatively late. With the increasing attention to the importance of culture in language teaching, scholars at home and abroad gradually began to pay attention to the research on cultural content in textbook and achieved rich research results. The research on cultural content in English textbook at home and abroad can be divided into the research on the selection of cultural content and the research on the representation of cultural content. As English textbooks are foreign language textbooks in China, in this study, the relevant studies on cultural content in English textbook abroad only focuses on the research on textbooks for English as a foreign language or second language.

2.2.1 Previous Studies on Cultural Content in English Textbook Abroad

2.2.1.1 Research on Selection of Cultural Content in English Textbook

The number of textbook analyses for English is larger than for other languages. In particular, there are quite a number of recent studies originating in East Asia and South East Asia (Risager, 2021, p. 37). Among them, a large part of the research focuses on the imbalance and distortion in the selection of cultural content in English textbooks by comparing and analyzing the proportion of the cultural content between the target culture and the native culture. Japanese scholars point out that there is a serious imbalance between native culture and western culture in the English textbooks after analyzing the cultural content in English textbooks at different learning stages (Matsuda, 2002; Otlowski, 2003; Schneer, 2007; Yamanaka, 2006). Lee (2009) clearly points out that American culture has become the dominant culture in Korean English textbooks. Ilieva (2000) studies the cultural factors in adult education English textbooks and has found that this set of textbooks emphasizes the target culture and ignores the native culture. Similarly, Sezen Arslan (2016) evaluates the cultural content of textbooks for Grades 3 and 4 in Turkish public schools, and has discussed the frequency of native culture, target culture and world culture in the textbooks. 

CHAPTER THREE METHODOLOGY ........................... 19

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