Comparative Analysis Of Textbooks’ Scheduling System Between English And Mathematics

Making clear the essential characteristics of the foreign language teaching contributes to the teaching work.It has been three decades since Krashen raised learned-Acquisition Hypothesis, but so far, there is no scientificevaluation process and proof of instances in the practice. In Yang Dongmei (2006)’s investigation, the content ofBiology class in high school is systematic knowledge, while English class study another expression of theknowledge, which has not been concerned in the academic community up to now. The study contrasts thescheduling system between Mathematics and English textbooks to discuss the characteristics of foreign languagelearning from the other side.Knowledge linguistics believes that language is a knowledge system of symbols. People first learn theknowledge about the world around them, at the same time, learn the expression of this knowledge. Foreignlanguage learning is to learn another expression of the knowledge. Famous American scholar Ausubel proposesthat students learning is meaningful verbal learning (learning by means of verbal symbols), and this learning canbe divided into three forms:(1) symbol learning: to learn the meaning of the single symbol;(2) concept learning:to get the general sense of the concept, that is, to grasp the common key attributes of a concept;(3) propositionlearning: to learn the composite meaning of the sentence expressed by a number of concepts.In this paper, first, the author reviews the status of domestic and international study of the differencesbetween mother tongue and foreign language learning with Ausubel’s theory of meaningful verbal learning andZhao Dengming’s knowledge linguistic theory. This paper selected8books of Math and English in the inceptionphrase to analyze the scheduling system, and also put forward the historical responsibility according to thefunction of teaching materials and classroom teaching in China. The ideological principle, scientific principles,interesting principle, and flexibility are the principles of language teaching materials. According to this idea,different learning content should have different scheduling system of materials. Gagne (1962) states that to learnsomething is to express the relationship among things. Mathematics learning is to learn to use words to representthe relationship among mathematical symbols, concepts and propositionsThen, with the guidance of Ausubel’s linguistics theory, the author analyzes the scheduling system of thetextbooks in the first year of primary school, the seventh year of junior high school, and the first year of thesenior high school published by the People’s Education Publishing House，and also New Concept Englishincluded because of the high popularity around the world. There are some words extracted from these books tocompare their developing rules and meanings required by mother tongue. Finally, the author combines Ausubel’s and Zhao Dengming’s theories to propose that the differencesexisting between foreign language learning and mother tongue are caused by the internal differences of languagefeatures. There is a qualitative difference, and can not be understood just as a simple language learning. Theresults show that: the differences of mother tongue learning and foreign language learning can be divided intothe basic differences and process differences. The basic difference: mother-tongue is got incidentally when welearn the world around us while in foreign language class, the language form is the object of our learningactivities and some knowledge is got incidentally. The procedural differences: the process of mother tonguelearning and the process of learning the world are fundamentally the same, and the process is mainly decided byknowledge; foreign language learning process is not in the order of knowledge, but in the order of languageform.