Sequence Of Multiple-dimensional Syllabuses In Primary English Cousrebook Design

This is a case study of English (Oxford English Shanghai edition). Theoriginality of this research is that it raises the research question about the “sequence”of multiple-dimensional syllabus in course design for primary school students. Theresearcher holds that the sequence of multiple syllabuses is the key element ofcoursebook design.Based on the text analysis on the two editions of Oxford English, the researcherraises the hypothesis: of the multiple-dimensional syllabus in coursebook design, the2002edition takes the “functional syllabus” as the core dimension; whereas, the2012edition takes the “structural syllabus” as the core dimension.Results from the data analysis by textbook comparative study show that the sizeof learning and teaching load is considerably reduced in2012edition, in which thenumber and difficulty of vocabulary, the amount of grammar and the presentation andpractice of grammar, and the number of situations are all effectively controlled. Allthese fulfill the requirements of the National Curriculum Standard (2011edition) andthe Ministry of Education, which are to lessen the burden of students and to make thecoursebooks easier and more enjoyable for learning and teaching.As to the coursebook users’ response, the research adopts three instruments,namely, questionnaires for teachers and students, interviews with teachers, andclassroom observation. Results verify the researcher’s hypothesis. The2012editioncoursebook wins more popularity among teachers and students.The research reveals that, compared to “functional syllabus”, taking “structuralsyllabus” as the core dimensional in course design for beginners (primary schoolstudents) is more suitable to China’s learning context, to the current quality of Englishteachers, and to the cognitive and learning style of Chinese learners.