英语教材分析.docx

英语教材分析.docx

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英语教材分析

AnalysisoftheEnglishTextbooksGoforit!

inJuniorMiddleSchool---fromthedimensionofpragmatics

Abstract

ThisthesisstudiesthecompositionofEnglishtextbooksforjuniormiddleschoolbasedonthepragmaticsandthestudents'pragmaticcompetence.Itindicatesthatthecultivationofpragmaticcompetenceisasimportantastheteachingoflinguisticknowledge,togiveaguideonEFLteachinginjuniormiddleschoolsinChina,tobetterfosterstudents'pragmaticsawarenessandstrengthentheirpragmaticcompetence,andtomodifythetextbookscomposition.

Keywords:

Goforit!

;pragmatic;speechacts

1.Introduction

Textbooks,especiallythetextbooksinitsnarrowsense,arethemaintoolsandimportantresourcesforstudents’learningandoneofthekeyfactorsinfluencedtheteachingquality.TextbooksplayanimportantroleinEnglishteachinginChina,especiallyinthebasiceducation,sincethereisnoavailablenaturalsecondlanguageenvironment,andthetextbooksevaluationisalsoessential.TenaspectsfromwhichEnglishtextbooksforjuniormiddleschoolsinChinashallbeevaluatedarerecommendedaccordingtoChina'sactualconditionsandwithMacro-backgroundofchinainEnglishtextbooksevaluation.Oneofthetenaspectsisthattextbooksshallreflecttheadvancedlinguistic,teachingandlearningtheories.Researchesinthepastfocusondifficultiesofteaching,styleofwritingandteachingapproachesratherthanpragmaticsteaching,andtotallyoverlooktheevaluationofpragmaticsintextbooks.

QianXuming（2006）discoversthatstudentshaveunsatisfiedcommandofpragmaticknowledgeandthepragmaticfailureinexaminationsaccountfor37.7%,whileHuMeixin（2007）findsoutthatbothteachersandstudentsexpectsomeimprovementsandadjustmentstothecultivationofpragmaticsawarenessinspeechactsintextbooks.Searledividesallthepossiblespeechactsofhumanlanguagesintofivecategories:

representatives,directives,commissives,expressiveanddeclarations.Hisresearchgivesimportanttheoreticalguidelinestotheforeignlanguageteaching,inadditiontohelpingstudentsunderstandspeechesliterally.Italsoenablesstudentstograspthepurposesofthespeakers'utterancesorcommunication.

Thispaperwilldiscusstwoquestions:

whatisthedistributioncharacteristicofspeechactsinjuniorEnglishtextbooksGoforit!

（PublishedbyPeople'sEducationPress）?

TheinfluenceoffrequencyofspeechactsinEnglishtextbooksontheacquisition.TheobjectisJuniorEnglishtextbooksGoforit!

（PublishedbyPeople'sEducationPress）forstudentsfromgrade7tograde9;

2.Procedure

2.1DataCollection

WeneededtocollectthedataofEnglishtextbookswerecollected.ThewholesetofjuniorEnglishtextbooksGoforit!

（PublishedbyPeople'sEducationPress）wasselected,andthesentencesofspeechactineachteachingunitwerelistedandwereclassifiedaccordingtoSearle'sspeechacttheory.

2.2DistributionCharacteristicsofSpeechActs

Inthe36kindsofsetspeechacts,16kindsareinvolvedinthefivevolumesoftheEnglishtextbooks,whilespeechactssuchasgivingcompliments,extendingcongratulation,andmakingcomplaintsarehardlymentioned.TheEnglishtextbooksinvolvesSearle'scategoryoffivetypesofspeechacts.Accordingtohim,makingintroductionbelongstorepresentatives,makingrequestsandaskingforinformationfallintodirectives,refusinginvitationiscommissives,greetingbelongstoexpressive,andmakingwishesbelongstodeclarations.Theproportionofspeechactsinthefivevolumesoftextbooksisdealtwithdifferently.8kindsofspeechactsappearinthefirstvolumeforgrade7,9kindsappearinthesecondvolumeforgrade7,withproportionof22.2%and25%respectively.IntextbooksforGrade8,11kindsappearinthefirstvolume,and8kindsappearinthesecondvolume,withproportionof30.6%and22.2%respectively.IntextbooksforstudentsinGrade9,7kindsappearwhichtakeup19.4%.Amongthem,mosttypesappearinthefirstvolumeforGrade8,whileleasttypesareinthesecondvolumeforGrade8.Comparisononthebasisofpages,thereare10typesofspeechactswhoseproportionsexceed1%,forexample,31.1%ofaskingforinformation,8.7%ofmakingintroduction,5.6%ofmakingrequests,5%ofgivingadvice,3.3%ofgreeting,1.9%ofaskingforadvice,1.7%ofgivingdirection,1.7%ofexpressinggratitude,1.2%ofaskingfordirection,1%ofinviting,andtheproportionsofotherspeechactsarelessthan1%.

Thefivevolumesallcontainspeechactsofmakingintroduction,askingforinformation,makingrequestsandgivingadvice.Thefourkindsofspeechactsofinviting,askingfordirection,givingdirection,andexpressinggratitudesharesimilarityintheirdistributioninthetextbook,thatis,between1%and1.7%.Speechactsofacceptinginvitation,askingforhelp,apologizing,refusingrequests,refusinginvitation,andmakingwishesalsosharesimilarityintheirdistributioninthetextbook,thatis,between0.2%and0.6%.Thedistributionofspeechactsineachvolumeisinthefollowingtables.

Table4.1DistributionofSpeechActsintheFirstVolumeforGrade7:

Making

introduction

Askingfor

information

Greetings

Askingfor

direction

Givingdirection

Makingrequest

Givingadvice

Expressinggratitude

pages

16

32

8

3

4

6

3

4

Proport

ion（100Ps）

16%

32%

8%

3%

4%

6%

3%

4%

Table4.2DistributionofSpeechActsintheSecondVolumeforGrade7:

Making

introduction

Askingfor

information

Greetings

Asking

for

direction

Givingdirection

Makingrequest

Givingadvice

Expressinggratitude

pages

10

37

4

3

3

5

2

2

Proport

ion（87Ps）

11.5%4

42.5%

4.6%

3.4%

3.4%

5.7%

2.3%

2.3%

Table4.3DistributionofSpeechActsintheFirstVolumeforGrade8:

Making

introduction

Askingfor

information

Greetings

Inviting

Givingdirection

Makingrequest

Givingadvice

Expressinggratitude

pages

6

32

3

5

1

7

4

2

Proport

ion（84Ps）

7.1%

38.1%

3.6%

6%

3.4%

8.3%

4.8%

2.4%

Table4.4DistributionofSpeechActsintheSecondVolumeforGrade8:

Making

introduction

Askingfor

information

Greetings

Apolog

izing

Asking

foradvice

Makingrequest

Givingadvice

Askingfor

help

pages

2

17

14

1

5

1

9

1

Proport

ion（85Ps）

11.5%4

42.5%

4.6%

1.2%

5.9%

5.7%

10.6%

1.2%

Table4.5DistributionofSpeechActsinGrade9:

Making

introduction

Askingfor

information

Giving

direction

Asking

foradvice

Makingrequest

Askingforadvice

Askingfor

help

pages

8

31

1

4

5

4

1

Proport

ion（127Ps）

6.3%4

25.2%

0.8%

3.1%

3.9%

3.1%

0.8%

3.Discussion

Afterpresentingtheresultsofthisresearch,thefollowingpartwilldiscusstheresultsrelatedtothetworesearchquestions.

3.1UnevenDistributionofSpeechActs

BasedontheSearle'sspeechacttheoryandthedetaileddistributionofspeechactsintheEnglishtextbooks,thefollowingdiscussionwillbemadefromtwoaspects.

3.1.1UnevenandIncomprehensiveGeneralDistribution

AsthetextbooksinvolvefivecategoriesofSearle'sspeechacts,itcanhelpcultivatestudentsintheirgeneralrecognitionsofspeechactswiththeuseofthetextbooks.However,thetextbooksjustinvolve16kindsofspeechacts,soitcannotteachthestudentsotherknowledgeofspeechacts.Especially,itdoesnotinvolvethecommonuseddailyspeechacts,suchasgivingcompliments,extendingcongratulation,andmakingcomplaints,whichmaymakesthestudentsunabletodealwiththesespeechactsintheirdailylives.Forinstance,whenstudentsneedtoexpressdissatisfactiontowardssomethinginEnglish,theymayonlybeindignantinheartbutdonotknowhowtospeakitoutproperly,orhowtorespondtoothers'discontent.TheEnglishtextbooksarenotinvolvedwithgivingcomplimentsorreplyingtoothers'compliments,whichcausesthestudents'answersnotsoidealinthequestionnairesurvey.Thestudents'answersarenotquiteideal.

Forthespeechactswhicharenotinvolvedinthetextbooks,studentsareweakintheirknowledgeofthem.WhentheycommunicateinEnglishwithothers,especiallywithEnglishnatives,theywillfeelshortofpreparations,thusgettingmoreandmoreunconfidentofthemselvesduringcommunication.Withtheexistingdailylifeexperiencesandknowledgeofjuniorschoolstudents,theyhavealreadydevelopedsomewishesandpotentialinspeechactscommunication,sothetextbooksshouldfittheneedsofstudentsandfitthepracticalsituationofstudentsandtheteaching.Atpresent,undertheinfluenceoftheseniorhighschoolentranceexamination,studentsusuallystudyhardandrememberalargeamountofgrammaticalknowledgeduringtheyearsoftheirlearningEnglish.Theycangethighmarksinexamsandbegoodstudents,butnotsuccessfulcommunicators.Thatisbecausetheylosetheirconfidenceinpracticeandbecomeunnaturalorevenfidgetedandoutoftheirwits.Themainpurposeofourlearninglanguageistoputitintopractice,andthewayoflearningshouldalsobeinusingthem.Onlyinpracticecanthelanguagebefreshandaliveandreliable.

3.1.2DifferentProportionsofSpeechActsinDifferentVolumes

Thedistributionofspeechactsinthetextbooksisnotregularandofdifferentproportions.17typesareinvolvedintextbooksforgrade7,18typesareintextbooksforgrade8,whereasonly7typesareintextbooksforgrade9.Theproportionvariesfrom30.6%inthefirstvolumeforgrade8,whichisthelargestproportion,to19.4%inboththesecondvolumeforgrade8andtextbooksforgrade9,thesmallest.Thisbeingthecase,itisdifficult