A Comparative Study Of The Dialogue Designing In The Junior English Textbooks Of Yilin Edition And PEP Edition

The junior middle school English textbook is an important platform to implement the concept of language communication teaching.The dialogue design of a set of teaching materials embodies communicative teaching concepts and task-based teaching methods,which is a key part of the successful compilation of teaching materials.In order to improve teachers' ability to evaluate,appreciate,and use English textbooks and better implement the communicative teaching concept.This paper made a comparative analysis of the dialogue between the Yilin Edition and the People's Education Edition of the junior middle school English textbooks so that English teachers and teaching administrations can better choose and use textbooks.Based on National Nine-year Compulsory English Curriculum(2011),the researcher made an evaluation and an analysis of dialogue designing of the Yilin and People's Education textbooks from both internal and external aspects with comparative analysis,bibliography,and text analysis method.Research questions are as follows:1.Does the dialogue design in the Junior English textbooks of Yilin Edition and PEP Edition meet the requirements for internal evaluation of textbooks?(The author analyzed and compared the similarities and differences of the dialogue design between the two versions from three aspects.Ideologies-morality,cultural awareness,emotional attitude;Text contents-the authenticity and idiomaticity of topics and functions;Text arrangements-the setting of dialogue activities and language skills)2.Does the dialogue design in the Junior English textbooks of Yilin Edition and PEP Edition meet the teachers' teaching needs and students' learning needs?(The author made questionnaires and interviews to the Grade 9's teachers and students of junior middle school who use the textbooks of PEP Edition and Yilin Edition)The results of this study indicate that:(1)From the perspective of internal evaluation,two versions of coursebooks basically meet the requirements of the internal evaluation theory of textbooks proposed by Cheng Xiaotang.However,the topic types of the two editions are not rich.The phenomenon of making up language materials still exists in the textbooks.The Yilin version pays more attention to the use of comprehensive skills than the PEP version.Moreover,the number of topics,morality,and emotional attitudes of the Yilin version is more than that of the PEP version.However,the number of dialogue tasks in the Yilin version is very small.The PEP version is more diverse and scientific than the Yilin version.(2)From the perspective of external evaluation,teachers and students who use the two versions generally believe that the dialogue part meets their needs.For example,dialogue designing has enough oral communication activities,following the teaching principles from ease to difficult,and dialogue designing is authentic and close to life.These dialogue activities are also conducive to improving oral communication skills.However,dialogues in the PEP version are too long,and there are too many activities,which makes it difficult for students with weak English foundation to master them in a short time.Dialogues in the Yilin version are relatively few and monotonous.According to the survey,teachers who teach Yilin's version believe that the combination of teaching materials with listening and speaking is more beneficial to the improvement of students' comprehensive language ability.