Comparison Of English Textbooks Between China And Korea

Language is the most important thinking and communication tool for human beings and also an important condition for people to participate in social activities.Language plays an important role in promoting the all-round development of human beings.Nowadays,social life and economic activities are increasingly globalized,and foreign languages have become one of the essential qualities of citizens of all countries in the world.Therefore,learning and mastering foreign languages,especially English,is of great significance.English is by far the most widely used international language in the world.With the advent of the information age and the increasing frequency of international communication,the status of English as an international lingua franca is more prominent.Many non-English speaking countries regard English as a major foreign language in their educational system-EFL(English as a foreign language),and are constantly strengthening and reforming English learning.In the strategy of education development,China and Korea also regard English as an important part of students’ quality education,and put it in a prominent position.In China and South Korea,high school English course is a main course.High school students learning English,on the one hand,can promote the development of mind,emotion,attitude and values and the improvement of comprehensive humanistic quality;on the other hand,mastering an international language can create conditions for learning foreign advanced culture,science,technology and international communication.Based on the comparison between Chinese high school English textbooks and Korean high school English textbooks,this paper maintains the excellent features of Chinese high school English textbooks,draws on the advantages of Korean textbooks,and provides relevant references for the compilation of Chinese high school English textbooks.First study China and South Korea have high school English curriculum standard,preliminary understanding of the two countries course overview,followed by the surface structure and deep structure of the textbooks for further comparative study,find out the similarities and differences,and according to the role of English curriculum in today’ s society,the curriculum reform,social ideology,content selection of angle analysis of the similarities and differences between the causes such as theoretical background,according to the comprehensive and detailed comparison,the following conclusions:1.There are few columns in Chinese textbooks.2.There are many textbook exercises in our country.3.The exercises in Chinese textbooks are moderately difficult,but the exercises behind the books are more difficult.4.There are few illustrations in our textbook.5.Chinese textbooks seldom use pictures with modern flavor.6.Compared with the gyeonggi version,the people’s version paid less attention to expressing students’ personal feelings.7.Compared with the gyeonggi province version,the section on introducing the national culture in the people’s version is not enough.8.The listening,speaking and writing requirements and content of the people’s version are less clear than those of the gyeonggi version,and are not shown in the catalog.9.People’s version of listening and reading is more difficult than the gyeonggi version.10.The number of texts in each unit of the teaching edition is more than that in Korean textbooks,but the content is not as detailed as that in Korean textbooks.11.Compared with the gyeonggi version,the people’s version lacks the part of recording the time required for each reading.12.The people’s version than gyeonggi version of the composition material and requirements more out of life.Finally,we discuss and analyze the causes of these 12 aspects,and then draw conclusions and put forward suggestions for reference.