A Comparative Analysis Of Lung-teng English Textbook In The Taiwan Region And PEP New Senior Textbook In Mainland China

Textbooks or teaching materials, the resources of learning and teaching used by students and teachers, are a vital part of the implementation of English Curriculum.Textbooks are regarded as an essential factor contributing to the achievement of teaching objectives and the indispensable part in both learning and teaching activities.In mainland China and the Taiwan Region, where there are many similarities in culture, English is regarded as a foreign language. Because of the different development in society and English education, there exist some differences in English teaching and English textbooks between mainland China and the Taiwan Region. Comparing English textbooks is an important channel for us to understand the differences and similarities of English teaching on both sides of the Strait. Textbook evaluation and analysis are of great value for textbook compilers to compile high quality textbooks, for the administrative institutions of education to choose suitable textbooks for students and for teachers to make better use of textbooks.Many editions of English textbooks have sprung in senior high schools in Mainland China and the Taiwan Region. This thesis compares New Senior English for China published by People’s Education Press and Lung-teng English Textbook compiled by Taiwan Normal University and Lung-teng Press, which are widely used in two places respectively. According to the requirements of English Curriculum Standards of Mainland China in 2013 and Guidelines for Senior High School English Curriculum in 2010 published by Taiwan, and on the basis of Qiao Ailing’s micro- and macro-evaluation theory, the author analyzes and evaluates the two editions of textbooks. From the macro-evaluation perspective, this thesis analyzes the guiding ideology and structure arrangements. From the micro-evaluation perspective, this thesis compares and evaluates the language knowledge(phonology, vocabulary,grammar), and language skills(listening, speaking, reading, writing) in the two textbooks. To know the students’ and the teachers’ opinions of the two textbooks, the author also adopts such research methods as interview, classroom observation andquestionnaires.This research has found out that both NSEFC and Lung-teng textbook lay emphasis on developing students’ comprehensive language ability,which includes language knowledge, language skills, cultural awareness and learning strategies.NSEFC is complied on the basis of the task-based language teaching approach.Cooperative learning and group learning are encouraged in this textbook. Lung-teng textbook offers students authentic language, various topics and activities which greatly broaden students’ horizons. But the arrangement of grammar is not systematic.Conversation is a separate part in each Lung-teng textbook, which shows that the compilers attach importance to cultivating students’ English communicative competence. Lung-teng textbooks have Book A and Book B respectively for the students in Grades 2 and 3, which show that the compilers give consideration to the students’ different language levels. The writing part in Lung-teng focuses on cultivating students’ skills during the writing process.