A Study On The Transition Of Language Knowledge Structure In Primary And Junior High School English Textbook

English text books are an important input source for English learning students in China where English is a foreign language. The text books are also concrete manifestations of the syllabus or course standard. They are designed to achieve curriculum goals. The study of English language includes phonetics, vocabulary, grammar, topics and functions. As far as primary and secondary schools are concerned, English teaching in secondary schools is based on English teaching in primary school and also the expansion of the latter. Text books are the carrier of course content, therefore, there it is of practical significance to study the knowledge systems of English textbooks in primary and secondary schoolsBy analyzing and comparing primary and secondary school English-text books, as well as referring to relevant literature both domestic and foreign, this paper draws a conclusion that English textbooks are the main reason why there is incoherence between primary and secondary school English teaching. Using curriculum standards, linguistic and psychological theories, this paper examines if the knowledge of English language is appropriately distributed and progressed in primary and secondary school English textbooks. Examined from the prospective of Communicative Competence Theory, the Input Hypothesis, Output Hypothesis, Constructivism and Human ism theories, the arranging of English knowledge in primary and secondary English text books is reasonable for the purpose of communicating and meeting students'interests. However, examined by the goal of the new curriculum which focuses on distinguishing different levels of English knowledge, the distribution and progression of English knowledge are not appropriate and there is a high level of repetition. Chapter 1 is the introduction. It shows the purpose and significance of this research, as well as the main research content and the methodology.Chapter 2 introduces three parts, the principle of textbook compilation, theoretical background, and the knowledge system in primary and secondary English textbooks. Chapter 3 discusses the distribution of knowledge systems in textbooks. Chapter 4 is the main core of this paper; underpinned by curriculum standards, linguistic and psychological theories, it points out the drawbacks in the distribution of knowledge in primary and secondary school English textbooks. The last chapter is the conclusion.