Comparative Study On Two Sets Of Children’s English Textbooks Of Original Edition

With the further development of children’s English education, the selection and utilization of textbooks is gradually becoming a hot social topic. In the setting of lack of mature domestic children’s English textbooks, the introduction of children’s English textbooks of original edition has become an inevitable trend. However, because of the differences of cultural background and national conditions, there are also many problems that should be paied attention to when selecting and using, for example, which version is better and how to use? And the best way to solve these problems is to make an in-depth analysis and comparison on the basis of a profound understanding of our own practical situation.This study selects Pockets pressed by United States Pearson (Longman) Education Publishing Group and Hippo and Friends published by Cambridge University Press as research subjects mainly to make an in-depth analysis and comparison on their surface structure (illustrations, forms of content presentation, subjects, vocabulary, statements, auxiliary teaching resources) and deep structure (education philosophy, teaching objectives and teaching methods) through the implementation of document study, text analysis and questionnaire. On the basis of summarizing their similarities and differences, this study focuses on solving the following three questions:(1) what kind of characteristics do the two sets of textbooks have?(2) what kind of factors lead to their differences and similarities?(3) what kind of enlightenment does this study have on the localization of children’s English textbooks of original edition?The research results indicate that both Pockets and Hippo and Friends have the following characteristics:the embodiment of humanization and strong interestingness; the compliance with the principle of children’s growth and emphasis on the cultivation of communicative competence; the various kinds of classroom manual activities to cultivate children’s hands-on capacity and thinking and so on. As for the factors that affect their similarities and differences, the macro education philosophy, second language acquisition theory and preschool education tasks of Britain and America play an important role. Meanwhile, in order to arouse the field of children’s English education to increase their attention to the compilation, utilization, introduction and localization of children’s English textbooks of original edition to design our own textbooks of high level and quality, the author puts forward concrete implications for the textbook-using teachers, compilers and normalization of domestic children’s English textbooks.