英语教材分析.docx

1、英语教材分析英语教材分析LTin the second volume, with proportion of 30.6% and 22.2% respectively. In textbooks for students in Grade 9, 7 kinds appear which take up 19.4%. Among them, most types appear in the first volume for Grade 8, while least types are in the second volume for Grade 8. Comparison on the basi

2、s of pages, there are 10 types of speech acts whose proportions exceed 1%, for example, 31.1% of asking for information, 8.7% of making introduction, 5.6% of making requests, 5% of giving advice, 3.3% of greeting, 1.9% of asking for advice, 1.7% of giving direction, 1.7% of expressing gratitude, 1.2

3、% of asking for direction, 1% of inviting, and the proportions of other speech acts are less than 1%. The five volumes all contain speech acts of making introduction, asking for information, making requests and giving advice. The four kinds of speech acts of inviting, asking for direction, giving di

4、rection, and expressing gratitude share similarity in their distribution in the textbook, that is, between 1% and 1.7%. Speech acts of accepting invitation, asking for help, apologizing, refusing requests, refusing invitation, and making wishes also share similarity in their distribution in the text

5、book, that is, between 0.2% and 0.6%. The distribution of speech acts in each volume is in the following tables.Table 4.1 Distribution of Speech Acts in the First Volume for Grade 7:Making introduction Asking forinformationGreetingsAsking fordirectionGiving directionMaking requestGiving adviceExpres

6、sing gratitudepages16 32834634Proportion(100Ps)16%32% 8%3%4%6%3%4%Table 4.2 Distribution of Speech Acts in the Second Volume for Grade 7:Making introduction Asking forinformationGreetingsAsking fordirectionGiving directionMaking requestGiving adviceExpressing gratitudepages1037433522Proportion(87Ps)

7、11.5% 442.5% 4.6%3.4%3.4%5.7%2.3%2.3%Table 4.3 Distribution of Speech Acts in the First Volume for Grade 8:Making introduction Asking forinformationGreetingsInvitingGiving directionMaking requestGiving adviceExpressing gratitudepages632351742Proportion(84Ps)7.1% 38.1% 3.6%6%3.4%8.3%4.8%2.4%Table 4.4

8、 Distribution of Speech Acts in the Second Volume for Grade 8:Making introduction Asking forinformationGreetingsApologizingAskingfor adviceMaking requestGiving adviceAsking forhelppages2171415191Proportion(85Ps)11.5% 442.5% 4.6%1.2%5.9%5.7%10.6%1.2%Table 4.5 Distribution of Speech Acts in Grade 9:Ma

9、king introduction Asking forinformationGivingdirectionAskingfor adviceMaking requestAsking for adviceAsking forhelppages83114541Proportion(127Ps)6.3% 425.2% 0.8%3.1%3.9%3.1%0.8%3. DiscussionAfter presenting the results of this research, the following part will discuss the results related to the two

10、research questions. 3.1 Uneven Distribution of Speech ActsBased on the Searles speech act theory and the detailed distribution of speech acts in the English textbooks, the following discussion will be made from two aspects.3.1.1 Uneven and Incomprehensive General DistributionAs the textbooks involve

11、 five categories of Searles speech acts, it can help cultivate students in their general recognitions of speech acts with the use of the textbooks. However, the textbooks just involve 16 kinds of speech acts, so it can not teach the students other knowledge of speech acts. Especially, it does not in

12、volve the common used daily speech acts, such as giving compliments, extending congratulation, and making complaints, which may makes the students unable to deal with these speech acts in their daily lives. For instance, when students need to express dissatisfaction towards something in English, the

13、y may only be indignant in heart but do not know how to speak it out properly, or how to respond to others discontent. The English textbooks are not involved with giving compliments or replying to others compliments, which causes the students answers not so ideal in the questionnaire survey. The stu

14、dents answers are not quite ideal. For the speech acts which are not involved in the textbooks, students are weak in their knowledge of them. When they communicate in English with others, especially with English natives, they will feel short of preparations, thus getting more and more unconfident of

15、 themselves during communication. With the existing daily life experiences and knowledge of junior school students, they have already developed some wishes and potential in speech acts communication, so the textbooks should fit the needs of students and fit the practical situation of students and th

16、e teaching. At present, under the influence of the senior high school entrance examination, students usually study hard and remember a large amount of grammatical knowledge during the years of their learning English. They can get high marks in exams and be good students, but not successful communica

17、tors. That is because they lose their confidence in practice and become unnatural or even fidgeted and out of their wits. The main purpose of our learning language is to put it into practice, and the way of learning should also be in using them. Only in practice can the language be fresh and alive a

18、nd reliable.3.1.2 Different Proportions of Speech Acts in Different VolumesThe distribution of speech acts in the textbooks is not regular and of different proportions. 17 types are involved in textbooks for grade 7, 18 types are in textbooks for grade 8, whereas only 7 types are in textbooks for gr

19、ade 9. The proportion varies from 30.6% in the first volume for grade 8, which is the largest proportion, to 19.4% in both the second volume for grade 8 and textbooks for grade 9, the smallest. This being the case, it is difficult for the students to form a relatively stable and deep experience on s

20、peech acts. So they can not use language proficiently to communicate moderately in practical speech communications. The author does not mean to emphasize equal division here, because equal division is not surely scientific. It is just that the distribution of speech acts should be based on related s

21、tudies, such as research on the theory of intermediary language. However, there are some intensification handlings on speech acts in the textbooks. For instance, the shared appearance of speech acts are making introduction, asking for information and making requests. Cohen (1996)says that the teachi

22、ng of speech acts seems general and are not in accordance with the guiding principle of “what should be used at what time to arrange teaching, so the result is that the learners get different ways of realizing the same speech act but do not know to choose which way of expression in concrete contexts

23、 (Hu Meixin, 2007). This also gives explanations to the results of this research. On the whole, the students do not master pragmatic knowledge very well. Therefore, the handling of speech acts in textbooks should be valued. Only when it be intensified from different angles can students understand an

24、d grasp it completely.3.2 Pragmatic Perspectives of Textbooks CompilationWe have already pragmatically evaluated the set of English textbooks from both from microcosmic and macroscopic levels. The author suggests the composition of textbooks should be carried out from the perspective of pragmatics:

25、At first, the proportion and repetition frequency of pragmatic knowledge should be increased in English textbooks for junior school students. In English teaching in junior middle schools, to teach linguistic knowledge and skills are basic, but it is more important to make English a real tool of flex

26、ible use for students. The thinking level of junior school students has developed to some extent, and they will meet different speech acts in their daily lives, therefore, it is quite necessary to let them master pragmatic knowledge in various aspects, including pragmatic linguistic knowledge, socia

27、l pragmatic knowledge, and cross-cultural pragmatic knowledge, etc. Chen Jie (2008) holds that in the process of English teaching, it is necessary to guide in pragmatic aspects. During which the teachers should provide correct and various foreign language context inputs for student, as well as abund

28、ant opportunities of knowledge input and feedbacks. Therefore, when compiling the textbooks, the comprehensiveness of speech acts should be considered. 36 kinds or more speech acts should be touched upon. Of course, there are hundreds of thousands speech acts, which are impossible to be contained, b

29、ut those speech acts that will often be faced with in daily lives of students or can be mastered by students through teaching should be shown in textbooks. This is in accordance with the theory of Zone of Proximal Development from Vygotsky. Second, enhance the training part of pragmatic competence i

30、n English textbooks. Yu Ting(2008) points out that an effective way of pragmatic training is to design textbooks well.unfortunately, many English textbooks in china lack of pragmatic training. For instance, different expressions can be used to show different speech acts, the same expression can also

31、 be adopted to express different speech acts according to different contexts. We can design training activities such as team division or cooperation in English textbooks, to design different contexts, to make the simple narrative sentence Its cold here express meanings to narrate the fact (to show objectively that the temperature here is low), to express request(it is cold and please close the window and door), to put forward suggestions(it is cold here so we can change a place), to express complaint (the temperature here is unpl