Discourse Analysis in Junior High English Material Adaptation: Holistic Unit Teaching and Activity-Based Approaches in China

Chunyi Chai

Article ID: 4751
Vol 7, Issue 2, 2024

VIEWS - 115 (Abstract) 43 (PDF)

Abstract


This paper addresses the misalignment of junior high English teaching materials in China, with reference to the 2022 English Cur_x005friculum Standards. Using discourse analysis, it evaluates the “Go for it!” textbook, suggesting a shift to holistic unit-based teaching and activity-based learning. Proposed adaptations include integrating Western and Chinese educational methods and enhancing critical thinking and
cultural awareness. The study underscores the need for materials that foster language skills, cultural understanding, and critical competencies,
realigning them with contemporary educational philosophies.

Keywords


Discourse analysis; Holistic unit teaching; Activity-based approach

Full Text:

PDF


References


1. [1] Cunningsworth, A. 1995. Choosing Your Coursebook [M]. Oxford: Macmillan Heinemann.

2. [2] Tomlinson, B. 1998. Material Development in Language Teaching [M]. UK: Cambridge University Press.

3. [3] Cheng Xiaotang. 2002. Analysis and Design of English Teaching Materials [M]. Beijing: Foreign Language Teaching and Research

4. Press, 52-64.

5. [4] Hu Zhuanglin. 1995. Improving the Scientific Nature of Textbook Evaluation [J]. Foreign Language World, (1).

6. [5] Ministry of Education. 2018. English Curriculum Standards for Senior High Schools (2017 Edition) [M]. Beijing: People’s Education Press.

7. [6] Ministry of Education. 2022. English Curriculum Standards for Compulsory Education (2022 Edition) [M]. Beijing: Beijing Normal University Press.

8. [7] Mei Deming, Wang Qiang. 2018. What to Change? How to Teach? How to Test? Analysis of New High School English Curriculum

9. Standards [M]. Beijing: Foreign Language Teaching and Research Press.

10. [8] Zhang Jinxiu. 2019. Secondary School English Unit Teaching Strategies under the Guidance of Thematic Significance Exploration

11. [J]. Foreign Language Teaching in Schools (Secondary School Edition), (7): 1-6.

12. [9] Zhang Linlin. 2019. English Reading Teaching Design Based on Thematic Significance Exploration [J]. Foreign Language Teach_x005fing in Schools (Secondary School Edition), (8): 37-42.




DOI: https://doi.org/10.18686/ijmss.v7i2.4751

Refbacks

  • There are currently no refbacks.




Creative Commons License

This site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.