摘要
The present study examined grammar materials in a widely-used L2 English textbook officially published for Year 9 pupils in Chinese EFL context, with the aim to investigate whether the grammar materials in this textbook are consistent with the recommended perspectives in second language acquisition(SLA) field and to explore the theories underpinning the selected grammar teaching materials. The results showed that the selected textbook lags behind the newer and more up-to-date theories, as it excludes authentic materials and aural input. On the other hand, it keeps up with what SLA research suggests by incorporating plentiful discourse level input materials.
The present study examined grammar materials in a widely-used L2 English textbook officially published for Year 9 pupils in Chinese EFL context, with the aim to investigate whether the grammar materials in this textbook are consistent with the recommended perspectives in second language acquisition(SLA) field and to explore the theories underpinning the selected grammar teaching materials. The results showed that the selected textbook lags behind the newer and more up-to-date theories, as it excludes authentic materials and aural input. On the other hand, it keeps up with what SLA research suggests by incorporating plentiful discourse level input materials.
出处
《海外英语》
2019年第1期239-243,共5页
Overseas English
