Analysis Of Literariness In Senior High Schools English Textbooks

In recent years,with the deepening of basic education reform,more and more attention has been paid to students' humanistic quality.Literature teaching has gradually returned to middle school English classroom teaching.Since the English Curriculum Standards for Senior High Schools(Experiments)formulated by the Ministry of Education in 2003,there has been a quantitative regulation on the amount of extracurricular reading for senior high school students,which clearly puts forward the requirements for reading English literary works;to the latest English Curriculum Standards for Senior High Schools(2017 Edition)issued in early 2018,students are required to achieve different levels of literary understanding and appreciation.Thus,literature is of great significance to English teaching.Literariness refers to the characteristics of literature,that is,what makes a work a literary work.This concept was first presented by the Russian formalism.There is no doubt that textbook plays an important role in English teaching.It is not only an important part of curriculum implementation,but also an important text carrier that students contact with.Whether textbook has literariness or not is an important basis to measure its literary quality raise function.This research chooses two sets of representative textbooks,senior high school English textbook produced by Foreign Language Teaching and Research Press(FLTRP for short)and the one published by People Education Press(PEP for short)to analyse their literature texts.Analyse them based on the English Curriculum Standards for Ordinary Senior High School(2017)(the Curriculum Standard for short),with the literariness of literary texts as the breakthrough point,and adopts internal evaluation and external evaluation as analytical methods.The internal evaluation is based on the analysis of literary texts in the textbooks,including analyses of the similarities and differences between the two sets of textbooks in terms of genre,topic,length and distribution while the external evaluation uses the form of classroom observation,aiming at observing whether the two versions of textbooks can meet the needs of literary literacy training in the real classroom or not.The result shows that this two editions of the textbooks generally meet the requirements of literary quality training in the Curriculum Standard,but PEP is slightly better than FLTRP.In terms of genre,the literary texts in PEP are more diverse.In terms of selection,the literary text in PEP has various topics while the FLTRP pays more attention to interestingness.In terms of length,FLTRP has longer length of literary texts than PEP.In terms of distribution,the literary texts in PEP are evenly distributed in the compulsory and optional books but literary texts in FLTR are mainly distributed in the optional books.It is hoped that this research can provide some suggestions for the editing of senior high school English textbooks especially for the redaction,development and utilization of literary texts.