An Analysis Of Grammar Coherence Between Junior And Senior High School English Textbooks

As an essential support for English teaching,English textbooks play a pretty important and fundamental role in English learning.They are not only a specific basis for teachers to organize English teaching and achieve teaching goals,but also serve as an important approach for students to acquire systematic language knowledge and develop language skills.English grammar is the premise or core part of foreign language learning and teaching.However,to reach the goal of grammar teaching and learning,the scientific and logical arrangement of grammar and grammar exercised design according to learners’ cognitive development and acquired knowledge is thus of primary importance.Due to the different requirements of curriculum standards of junior and senior high schools,the arrangement of grammar is bound to be different.Therefore,it is fundamentally necessary to analyze the grammar coherence between Junior and senior high school English textbooks.Taking the current textbooks published by People’s Education Press as the research subject,this research attempts to solve the following two questions:(1)What are the characteristics and problems in grammar arrangements between junior and senior high school English textbooks from the perspective of coherence?(2)What are the characteristics and problems in grammar exercise design between junior and senior high school English textbooks? Thus,this research takes the current textbooks published by People’s Education Press as the research subject.By adopting Tyler’s Curriculum Evaluation Model and Krashen’s Input Hypothesis Theory,this thesis combines the analysis of grammar coherence with grammar exercise arrangement between junior and senior high school textbooks to find out their characteristics and existing problems.Finally,some practical teaching implication to address the problem of grammar coherence is also given.According to the research,the grammar arrangement of junior and senior high school English textbooks is basically sequential in content,namely,the grammar is basically presented to the grading standard of Compulsory Education English Curriculum Standards(2011 Edition)and Senior High School English Curriculum Standards(2017 Edition).So,it conforms to the requirements of “sequence” by Tyler’s Curriculum Evaluation Model as well as the cognitive development of middle school students.However,there are some discontinuities in the grammar transition from junior to senior high English textbooks.For instance,the grammar points in senior high school English textbook are mostly new,with relatively little review of the previous knowledge except for attributive clauses and noun phrases.Besides,as the largest share of junior and senior high school grammar study,verb-related grammar transition from the former to latter is with unexpected difficulty.The grammar leap is much larger than it should be.In terms of grammar exercise design,the question types in junior high school English textbook are rather basic and the answers are usually exclusive.They are more interesting and thus easier to attract students’ attention.By contrast,in the senior high school textbook,open-ended questions with increased difficulty are more preferred.In accordance of the findings,it is suggested that teachers should study on English textbooks in depth firstly.Secondly,they should use different forms of grammar teaching methods.Finally,teachers will adjust students’ learning strategies to cultivate students’ cognitive strategies.