Abstract
The English language curriculum (ELC) in China has undergone numerous changes since its modernisation movement in the late 1970s. The recent English language syllabus (2001) marks a new direction by incorporating ‘emotion and attitude’ as one of the ELC’s key domains. The implication is that the deep-rooted principle of learning a western language solely for instrumental purposes is extended to embody an integrative and intrinsic orientation as well. This paper explores the shaping of this new domain by studying the 2001 English language syllabus for what the domain entails. A prestige EFL (English as a foreign language) textbook, PEP Primary English 6A, is also analysed to examine the extent the domain is addressed in the textbook in three aspects, namely the types of activities included, the language forms presented and the teaching strategies recommended. It is found that the target objectives of the domain are addressed adequately through the range of affect-related activities in the textbook. The language presented in the textbook is, however, relatively ‘emotion-free’ and the recommended teaching strategies in the accompanying teacher’s guide do not reflect all the strategies advocated in the syllabus for developing positive affective factors. Implications of the findings are discussed.
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