From Literacy To Speech

As one kind of special text, English textbooks not only form the important language teaching tool, but construct a critical carrier of knowledge. English textbooks for primary and secondary school in China emerged with the western culture of modern times which appeared in particular historical conditions, reflected social background in that time and possessed epochal characters. From Presented School Regulation promulgated in1904by the Qing Dynasty which was known as the true beginning for Chinese Educational System of modern times to the establishment of The People's Republic of China, English Textbooks developed from focusing on literacy in the late Qing Dynasty to emphasizing speech in the middle and later periods of the Republic of China for half a century. In four basic skills of English learning, the "literacy" refers to "reading" and "writing"; but the "speech" refers to "listening" and "speaking". This change is so obvious in the historical development of English textbooks for primary and secondary school from the late Qing Dynasty to the Republic of China.This paper insists on the principle that textbooks research should be based on original data, using the research thought combing systematic analysis with the emphasizing study, adopting research method concerning horizontal comparison with vertical analysis, depending on the characters of the development of English textbooks for primary and secondary school from the literacy to the speech as the main line.The first chapter is introduction. This part mainly introduces the reason and the meaning of the research, definitions of some key words, the summary of literature and the research method.Chapter Two takes the character of literacy as the main line reflected in English textbooks for primary and secondary school in the late Qing Dynasty. This part expounds its content from two sections which are "the sprout of English textbooks (1840—1901)" and "revolving around reading and writing:the upsurge of making up English textbooks (1902—1911)"In the early of twentieth century, the corrupted Qing Dynasty was completely defeated by the western arms, which led China to the semi-feudal and semi-colonial country gradually. By this, the English education and curricula of modern times in China make their way for the historical stage, which kick off English textbooks of modern times in China. The main character of English textbooks for primary and secondary school is literacy, which gives prominence to the skills of reading and writing, neglects the listening and speaking, focuses on the purpose of applying, emphasizes the accuracy of English learning and regards English as one kind of tool. All of these are reflected on the arrangement and content of textbooks: using Grammar-Translation Method for English learning, placing extra emphasis on translation, adapting to one-to-one translation between Chinese to English, learning grammar and using native language excessively. So lots of English grammar textbooks published and pure English reading textbooks appeared during this time.Chapter Three discusses the development of English textbooks for primary and secondary school during the time of the Republic of China. This chapter states its content from three stages:"Changing from reading and writing to listening and speaking:the transition of English textbooks (1912-1921)","The priority to listening and speaking:the shape of English textbooks (1922-1936)" and "listening and speaking are first, reading and writing are second:the formation of English textbooks (1937-1949)"The success of Revolution of1911results in the establishment of the Republic of China. With the spread of pragmatism and under the effect of English teaching reform abroad, English textbooks for primary and secondary school in the early of the Republic of China is in the process of transition from focusing literacy to speech, which means to emphasize the change from the skills of reading and writing to those of listing and speaking. Among this period of time, English textbooks for primary school sprung up, the series of textbooks from primary and secondary school published and the consistency between English textbooks represented are main characters. From1922to1936, English textbooks give priority to listening and speaking. With the prevalence of educational thoughts of pragmatism in China, the acceptance and applying of Direct Method, and the chief goal of English textbooks for primary and secondary school is reflected in training pupils'skills of listening and speaking which embodies symptoms:the extensive using of Direct Method, the combination of reading textbooks and grammar textbooks, the appearance of assisting materials for English textbooks and the gradual establishment of examining and approving system for textbook were important characters in this period of time.After the victory over Japan to The People's Republic of China founded in1949, the characters of English textbooks for primary and secondary school in this time basically formed, which represents the order that listening and speaking are first, reading and writing are second. According to this principle, the goal of English textbooks neither overemphasizes skills of listening and speaking nor entirely abandons focusing on those of reading and writing. International Phonetic Sign was paid to attention more and more, and the matched instructional books for teachers published, the methods of English teaching diversified are obvious characters during this time.Chapter Four researches the changes of the teaching and learning reflected on English textbooks for primary and secondary school from the late Qing Dynasty to the Republic of China. This part gives the analysis from three angles:teaching goal, teaching content and teaching methods. The teaching goal changes from applying purpose to pragmatic purpose; the teaching method alters from Grammar-Translation Method to Direct Method; the transformation of teaching content displays as follows:from the system of translation to that of unit, from depending.on grammar to neglecting that, from focusing native language to ignoring that, from word-oriented to sentence-oriented, and teaching methods included in English textbooks from simple to detailed.The last part of this paper is Chapter Five which mainly thinks back to experience and lessons of the development of English textbooks for primary and secondary school. In half a century, English textbooks for primary and secondary school from the late Qing Dynasty to the Republic of China affects the development of society:spreading foreign culture and broadening common person's vision, emphasizing the edificatory of textbooks and cultivating eligible talents, teaching the knowledge of English language, paying attention to the content of life and pragmatism, completing English textbooks and teaching knowledge, enriching the teaching content of modern English. The enlightenment to the development of English textbooks now are:giving the utmost attention to English Curriculum Standard, avoiding using single teaching methods of English textbooks, establishing an excellent team for designing and researching English textbooks for primary and secondary school, setting up scientific assessing system for English textbooks for primary and secondary school.