High School English Textbooks Research Articles

视觉语法理论下高中英语教材插图的类型和功能分析——以人教版必修一教材(2019年)为例

视觉语法理论下高中英语教材插图的类型和功能分析——以人教版必修一教材(2019年)为例

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

The Representation of Chinese Culture in the People’s Education Press’ Junior High School English Textbooks

The Representation of Chinese Culture in the People’s Education Press’ Junior High School English Textbooks

Analysis of Chinese and Foreign Cultures in Junior High School English Textbooks under the New Curriculum Standards

Analysis of Chinese and Foreign Cultures in Junior High School English Textbooks under the New Curriculum Standards

A Study of Illustrations in Senior High School English Textbooks from the Perspective of Cognitive Psychology—A Case Study of PEP Optional Compulsory Four

A Study of Illustrations in Senior High School English Textbooks from the Perspective of Cognitive Psychology—A Case Study of PEP Optional Compulsory Four

A Study on the Consistency between Textbook Exercises in PEP 2019 High School English Textbooks and Curriculum Standards Based on SEC Consistency Analysis Model

A Study on the Consistency between Textbook Exercises in PEP 2019 High School English Textbooks and Curriculum Standards Based on SEC Consistency Analysis Model

REPRESENTATIONS OF VIETNAMESE ETHNIC MINORITIES IN NEW HIGH SCHOOL ENGLISH TEXTBOOKS

In Vietnamese boarding schools for ethnic minority students, learners use national textbooks, primarily designed to serve the major group - Kinh students. Therefore, representations of Vietnamese people and culture in these textbooks may mainly focus on this group, and consequently lead to unfamiliarity and loss of interest among students (Cunningsworth, 1995). In international contexts, representations of ethnic groups in English textbooks have been found problematic (Bassani, 2015; Kim & Ma, 2018; Yamada, 2006, 2010). In Vietnam, this issue has not received sufficient interest except for only one study into this type of representations by Dinh (2014), who reveals that the Vietnamese culture in old high school English textbooks was mainly of Kinh people. To address this research gap, this study was conducted to investigate the representations in new high school English textbooks and the accompanying teachers’ books. Employing qualitative approach and quantitative approach, with the underlying procedures adapted from the study by Weninger and Kiss (2013), the researchers identified certain problems. Some noteworthy findings are the underrepresentation compared to Vietnamese people and culture, the absence of some groups, and the limited range of contextual topics. From the results, it is recommended that teachers make modifications to classroom procedures and materials, and textbooks designers incorporate ethnic minorities with more diverse topics.

MULTICULTURAL VALUES IN INDONESIAN ENGLISH TEXTBOOK

The aim of this study is to investigate the representation of multicultural values in senior high school English textbooks and elucidate how these values align with the eight characters of education. The theoretical framework guiding the analysis of the textbooks is based on Fairclough's theory of critical discourse analysis. The findings unveiled the presence of four core multicultural values within the textbooks, encompassing (1) Acceptance and appreciation of cultural diversity, (2) Respect for human dignity and universal human rights, (3) Responsibility to the world community, and (4) Respect for the earth. Additionally, the examination identified six character education values grounded in Pancasila, namely (1) Religious, (2) Tolerance, (3) Patriotism, (4) Friendly/communicative, (5) Environmental care, and (6) Social care. Keywords: multicultural, discourse analysis, visual analysis

A Study on Internal Evaluation of China Junior High School English Textbooks' Dialogues

A Study on Internal Evaluation of China Junior High School English Textbooks' Dialogues

Content Analysis on Cultural Context of Junior High School English Textbook

Textbooks have important roles in learning, including learning English. English textbooksare not only a source of information about the material studied but also provide anoverview of the culture contained in the textbook. Concerning to culture, this researchaims to determine the culture portrayed in the English textbook "Think Globally ActLocally" used by SMP MUHAMMADIYAH 2 Gorontalo students in Grade IX and todetermine the teacher’s way to implement the culture in textbooks. This research usedqualitative descriptive. The data collected through observation check list, interview, anddocumentation. The steps in analyzing the data are: (1) reading the textbook "ThinkGlobally Act Locally"; (2) grouping culture into several aspects according to the theoryused by Cortazzi and Jin and Adaskou, Briten and Fahsi; (3) analyzing the most dominantculture in textbooks. The research findings shown that the culture described in textbooksincludes source culture, target culture and international culture. The culture that appearsmost often is the source culture. This is evidenced by the results of 50% source culture, 38% target culture and 12% international culture.Keywords: Textbooks, Cultural, Source Culture, Target Culture, International Culture

Comparative study of the national identity education in senior high school English textbooks from Kyrgyzstan and China

Relevance\Purpose. This paper conducts a comparative quantitative analysis of senior high school English books in Kyrgyzstan and China from the perspective of national identity education. It analyses the information, design, symbolic characteristics, and proportion of national identity education in two versions of English textbooks.Methodology. The study used the textual analysis method and the comparative method.Results. The findings are as follows: English textbooks in Kyrgyzstan pay more attention to national identity and national knowledge system construction, relying on many country-specific themes. Meanwhile, English textbooks for Chinese senior high school focus more on the presentation of an authentic English language context in which the foreign culture proportion is greater than that of the Chinese culture. English textbooks in Kyrgyzstan tend to present Kyrgyzstan identity based on Russian and English languages. The textbooks include three language types to strengthen the consciousness of the Kyrgyzstan national knowledge system. English textbooks in China tend to present English language�speaking countries. The textbooks contain one language�English�and the Chinese language rarely appears on the cover pages.Conclusions. English textbooks in Kyrgyzstan tend to present Kyrgyzstan culture as part of the national identity construction. These textbooks pay more attention to translating local Kyrgyzstan culture and provide more vivid themes to stimulate comparisons between the Kyrgyz Republic and other countries. English textbooks in China tend to construct a multicultural knowledge system by presenting many common, daily topics of world culture and diversity.

Exploring Collocations in EFL Textbooks and Providing Teaching Guidelines

This study aimed to analyze the most common collocation types found in seventh- through ninth-grade English textbooks. This study used a descriptive-analytical research design, specifically a content analysis method, to identify the accented collocations throughout a set of junior high school English textbooks. It was discovered that the three textbooks collectively have only 9% collocations out of the vocabulary found in them. Besides, Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate -level learning, has only 1% collocations out of the whole band of vocabulary.

북한 공장대학교 영어교과서 읽기지문에 대한 코퍼스 기반 분석

This paper aims to analyze reading passages found in an English textbook used at Factory College in North Korea and examine the characteristics of English education for adults, particularly “learning while working system” implemented in North Korea. To investigate the linguistic properties; lexical frequency(high frequency vocabulary, keywords, and 4gram) and readability(measured by FKGL and FRE), this corpus-based analysis was conducted with Wordsmith, AntConc and Readable. The findings demonstrate frequent appearance of science and technology terms, and their frequent description. This confirms that North Korea attempts to connect education with industrial sites by combining English and technical education. In addition, as a result of analyzing vocabulary diversity and readability, it was found that the level of difficulty increased rapidly compared to high school English textbooks. The vocabulary appeared less varied than English reading passages of Korean SAT and readability showed a similar level.

Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus

Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.

A Case Study on the Role Models in Chinese Senior High School English Textbooks—The Case of the Textbooks Published by BNUP in 2019

Moral education has always been an important mission in Chinese education. English textbooks, as one of the vital elements in English teaching, are the main vehicle for transmitting English disciplinary knowledge, and the essential medium for teachers’ teaching and students’ learning. In fact, the values are often not directly presented in textbooks but are “hidden” in vehicles such as figures and storylines constructed by complex multimodal symbols (Feng, 2015). Therefore, it is essential to explore the images of figures and their values in Chinese English textbooks. This study takes one version of Chinese senior high school English textbooks published by BNUP in 2019 as the research objects. Based on the data collection and thorough analysis, the results show that Chinese senior high school English textbooks published by BNUP emphasize the moral education of students, and the selection of role models is relatively reasonable. Nevertheless, several shortcomings still exist, such as the unbalanced selection of role models in terms of gender and age.

Reading Material-Based Content Analysis in Senior High School English Textbooks in Indonesia

English textbooks play a vital role in providing students with language learning input in class activities. Unfortunately, the selection and evaluation of English textbooks has often received insufficient attention and thought. Content such as reading material receives less attention than layout analysis, design, and cultural understanding. The purpose of this study is to investigate the extent to which reading material cover the genres and skills presented in senior high school English textbooks in Indonesia. The qualitative-based content analysis method was used in this study. There were three English textbooks observed, namely those for grades 10, 11, and 12 published by Ministry of Education and Culture in Indonesia. The aspects observed in reading materials include reading genres and skills based on Brown's theory. The study discovered textbooks are dominated by personal reading with 17 reading material and 14 academic materials. Meanwhile, job-related reading is limited to class 10 textbooks. When it comes to reading skills, macroskills take precedence over microskills. Furthermore, based on these findings it can be concluded that the textbooks need to be developed to provide a balanced portion of reading genres and skills in each chapter. The limitations and suggestions are further discussed.

Examining collocations in EFL Textbooks and Providing Teaching Guidelines

The aim of this study is to analyze the four most common collocation types found in seventh- through ninth-grade English textbooks (verb-noun, adjective-noun, verb-preposition, and adjective-preposition), with a primary focus on the reading texts. The research aimed to develop pedagogical guidelines relevant to the communicative paradigm and eclecticism, as a result. This study used a descriptive-analytical research design, specifically a content analysis method, to identify the accented collocations throughout a set of junior high school English textbooks. It was discovered that only 9% collocations out of the vocabulary found in the textbooks is present in the three books, while only 1% is found in Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate level learners (from the seventh to the ninth grades). Implications for the classroom were drawn from the research.

Analysis of Cultural Presentation in High School English Textbooks and its Teaching Implications

Analysis of Cultural Presentation in High School English Textbooks and its Teaching Implications

A Comparative Analysis of Literary Elements Junior High School English Textbooks with Special Reference to The People’s Education Edition, Shanghai Education Press and Foreign Language Press

<span>According to the "English Curriculum Reform for Compulsory Education (2022 Edition)" formulated by the Ministry of Education of the People's Republic of China, the nature and orientation of compulsory education are combined with the emphasis on adjusting and optimizing the curriculum to cultivate socialist builders and successors with comprehensive development of moral, intellectual, physical, and aesthetic skills. This paper focuses on the problems of low level of content and a single form of literary elements in junior high school English textbooks and the lack of emphasis on existing literary elements in the current textbooks. The study also aims to find out the actual usage of the textbooks among front-line teachers and students through questionnaires and interviews, summarize the form of presentation of literary el</span><span>ements in the three editions, analyze their shortcomings through comparison, and learn from and supplement each other.</span>

고등학교 1학년 전국연합학력평가 영어 지문의 언어적 특성 및 난이도 분석

This study examines the linguistic characteristics and the text difficulty of the National Assessment of Academic Achievement (NAAA). First, the linguistic features of NAAA conducted in June, September, and November were compared to examine the difference among the tests by the scope of the assessment. Second, the linguistic features of NAAA and the reading texts in six high school English textbooks were compared. Lastly, the correlation between the linguistic features of NAAA and the correct answer rate for each question was analyzed. Corpus analysis was conducted by using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, connectives, syntactic complexity, and readability. One-way ANOVA, Kruskal-Wallis H test, independent t-test, Mann-Whitney U test, and correlation analysis were conducted to investigate the Coh-Metrix data. The result revealed the statistical differences among NAAA tests held in June, September, and November regarding the differences in ‘mean number of words of sentences and readability score.’ In addition, discrepancies in linguistic features between the text in NAAA and the English textbooks were found. Lastly, it was found that ‘number of words, mean number of words, CELEX Log frequency for all words, argument overlap, and readability score' had a correlation with the correct answer rate. Implications and the limitations of the study were discussed.