Analyzing The Listening Part Of Renai English Textbooks For Junior High Schools

In junior high schools, English textbooks are not only an important source for studentsto get language input, but also the principal teaching material based on which teachers adopttheir teaching methods. At present, there is not enough research which systematically studiesthe composing principles and the quality of the listening part of a junior high school Englishtextbook. Renai English textbooks have been widely used in junior high schools in22provincial, municipal and autonomous regions for ten years. However, the evaluation of thisserial of textbooks is rather limited. So there are urge needs to perform this research in orderto provide some suggestions for further revision of the book and enhance the teaching oflistening comprehension in class.An investigation of the questionnaire answered by the teachers and students from threejunior high schools, who use Renai English textbooks, is adopted in this thesis.This thesisaims at investigating the extension to which currently used listening part of Renai Englishtextbooks conforms to the target needs.This thesis is going to answer the following questions, like whether the listening part ofthis textbook is in agreement of language teaching methods, whether it can meet the needsboth of getting high marks in exams and of communicating, whether the degree of difficultyis proper, whether it embodies the input hypothesis, whether the tasks and exercises are inaccordance with schema theory，whether it can provide convenience for the teachers andwhether it can help students to improve their listening comprehension. And the conclusion isthat Renai English textbook is in accordance with English Curriculum Requirements andinput hypothesis, but it does not present the learning teaching process completely accordingto the schema theory.Based on the conclusion, this thesis suggests that teachers help students improvelistening strategy, establish new schema and make good use of the textbooks by reorganizingthe listening materials according to the needs of students. At last, some revising principlesand suggestions are listed. For instance, the book should provide the instructions about howto improve teaching listening comprehension, conclude the instructions about how to improvelistening strategies, increase the quantity of the phonetic exercises, enhance the training of students’ability of making conclusions and summaries, provide teaching convenience forteachers and meet the learning needs of students of different levels.