Study On Content Compilation Of Sefc (2003) From The Perspective Of Explicit And Implicit Learning

Textbook not only provides the foundation of materials, but also sources for learners to acquire language source materials and learning approaches. The compilation of textbook is closely involved with learners'English proficiency and global quality and effect of education. So far, Senior English for China (2003) published by the People Education Press is a widely used and influenced textbook in senior middle schools. It is edited on the basis of old edition of SEFC (1999) and used in grade one in senior high school in the fall of the year of 2003. The modern Cognitive Psychology demonstrates that explicit learning and implicit learning are totally different learning mechanism in essence but composing an unified human's learning modes. This theory has become a hot study object of cognitive psychology, psycholinguistics, applied linguistics and second language acquisition area. This theory is an insightful process which plays a directive role in language learning. However, the studies in the contemporary mainly focus on the comparison and evaluations of textbooks with scarce study on content compilation of textbook.So far, the study of textbook has not attracted enough attention from applied linguistics and foreign language area in China. So, this paper presents an investigation on the content compilation of SEFC (2003) from the perspective of explicit learning and implicit learning. It analyzes and evaluates SEFC (2003) in many aspects to research how explicit and implicit is applied. There are inappropriate situations in the content compilation, and some implications on the content of textbook. The research method is document analysis and theoretical analysis method. The significance of the study mainly lies in its theoretical aspect which may improve the lack of the theory study on content compilation of textbook, especially theories on textbook of senior high school. Moreover, this research introduces explicit and implicit theory on the foundation of psychology into English textbook content compilation and makes textbook compilation more comprehensive and scientific. Finally, this research is well targeted. It integrates psychology (including educational psychology, experimental psychology, and cognitive psychology), applied linguistics, teaching, learning, and textbook compilation with more clear purpose. Furthermore, it gives more concrete directions to compilation of textbook in senior high school, teaching, and learning of the student.