A Comparative Study on English Textbooks for Grade Seven: Go for it and New Standard English (NSE)文献综述

 2022-09-09 15:50:00

II. Literature Review

2.1 Textbook

In the studies concerning textbook, different scholars provide distinctive definitions towards textbook. Cunningsworth(2002) pointed out teaching materials could refer to any integrated package of materials with the textbook at the center. He indicated that textbook package consists of central textbook and other supporting materials such as teacherrsquo;s book, workbook, additional reading material and listening material, cassettes for listening and pronunciation, video and other components. Masuhara amp; Tomlinson (2008) also had the same idea as Cunningsworth (2002) did. They stated that the studentrsquo;s book usually came with other materials such as a workbook, a teacherrsquo;s book or even additional multimodal texts for reference as a textbook package. However, Chen Xiaotang (2011)rsquo;s definition is different from them. He claimed textbook had two sides of meaning. In general, it refers to all the materials used both in teaching and learning, such as textbooks, workbooks, cassettes, CDs, extra materials designed by teachers and so forth. The narrowed meaning of it is the textbook itself. And the English Curriculum Standards (2011) distinguishes the two phases of meaning by naming them differently: textbook and course resources. In this study, “textbook” only refers to the course book or textbook.

Textbooks must be compiled according to teaching goals and teaching requirement stated in English Curriculum Standards (2011). Meanwhile, textbooks can be flexible so as to meet various kinds of studentsrsquo; needs. And there should be advanced teaching approach and learning strategy in textbooks.

To be specific, four principles are pointed out for compilers to comply with: character-oriented principle, scientific principle, interesting principle and flexible principle. The first principle refers to the moral and ethical perspective of textbook. The scientific principle means language learning regulation should be considered when compiling textbooks. The interesting principle suggests it is necessary for textbooks to cater to studentsrsquo; psychological character and interests. The last principle states that textbooks could have regional characteristics and become more special.

Hence, itrsquo;s crucial for people to consider the factor of New Curriculum Standards (2011) when talking about textbook. It is also possible to set New Curriculum Standards (2011) as an evaluation criterion.

2.2 The Development of English Textbooks for Middle Schools in China

Textbooks, as a major course resource, are widely used by teachers and students in China. Shi Ou (2007) points out textbooks are the texts most frequently read by learners and thought highly of by readers. In other words, it influences teaching and learning a lot in China. Textbooks serve not only as a framework for teachers in achieving the teaching goals, but also a guide to conduct lessons. On behalf of the learners, textbooks can truly affect their attitudes to the lesson. Hence, evaluating and analyzing the textbooks can help to enhance educational situation in China.

The development of English textbook for middle schools in China has experienced two stages. Before the new curriculum reform (2001), Chinese schools used only the national textbook. After the reform, English Curriculum Standards (2001) pointed out the importance to improve studentsrsquo; practical competence rather than paying too much attention on English grammar and vocabulary. As result, some presses embarked on designing and publishing different English textbooks. Some introduced EFL textbook from other countries to china, as well as some scholarsrsquo; co-compiled textbooks with foreigners. Up to now, there have been more than twenty versions of textbooks used in China. Such as Go for it, Project English, New Standard English, Oxford English and so on. Amongst them, there are three major types: textbook designed by Chinese; textbooks introduced from English-speaking countries; textbooks co-compiled by both Chinese and foreign experts. Liu (2004) pointed out two advantages of co-compiled textbooks: Firstly it can create special situations in order to suit Chinese learners. Secondly, western scholars can apply modern language teaching methods into textbook, while Chinese scholars know the learning condition and learnersrsquo; characteristics very well. From this being said, every type of textbook has its own characteristics, but the third type—textbooks co-compiled by both Chinese and foreign experts is most frequently used in Chinese Mainland nowadays.

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