A Comparative Study Of Language Knowledge Between PEP And LWTE In Primary School English Textbooks

Teaching materials are the main media for teachers and students to carry out teaching activities,and also are the teaching materials to help students to increase knowledge and develop skills.As a carrier of English teaching content,primary school English textbooks are not only an important input source of English learning,but also a specific embodiment of curriculum standards in teaching.With the development of a multi-syllabus and curriculum reform,the compilation of English textbooks in primary schools in China has made great achievements,but also exposed some shortcomings in terms of quality,especially the unreasonable selection and arrangement of language knowledge content in textbooks.The results show that:the language standard of many primary school English textbooks is low,the content of the textbooks is more fun but less knowledge,the language knowledge is filled with the contradiction between complexity and simplicity,the quantity of declarative knowledge and procedural knowledge is inclined,and the content value concept of the textbooks is localized with deviating from the real context and situation.That is to say,there are some problems in the arrangement of language knowledge,such as whether it is complicated,how many,and whether it is true or not.These problems not only affect the science and applicability of English textbooks,but also are difficult to arouse students’ interest and enthusiasm in English.Moreover,the way of measuring teaching quality by examination and score still occupies an important position in English teaching evaluation in the environment of quality-oriented education,and language knowledge is still the basis of the content structure and testing ability of the test questions.Therefore,the research on the content of language knowledge is still of practical significance.This study makes a textual analysis of the language knowledge of the English textbooks for primary schools in PEP and LWTE.The introduction part briefly introduces the research background,purpose,method and significance of the thesis.It summarizes and evaluates the current situation,achievements and existing problems of the research on teaching materials at home and abroad,and selects pedagogy,linguistics and other related theories as the theoretical support of the thesis.Chapter two to chapter five rely on theoretical knowledge,literature research,comparative research and quantitative analysis are used,and take the language knowledge of primary school English teaching materials as the research starting point.It focuses on the comparison and analysis of the phonetics,grammar,vocabulary,topic and function,and presents the characteristics and problems of these five elements in knowledge arrangement.The last part,it summarizes the problems in the five aspects,and summarizes the similarities and differences,advantages and disadvantages of the two sets of textbooks,and analyzes the reasons for the similarities and differences.On this basis,it is proposed to the English textbooks of mainland primary schools that the phonetic knowledge should weaken the mechanical spelling and attach importance to the emotional experience of suprasegmental phoneme,the way of vocabulary presentation should be classified and integrated from "word" to"word group",the order of grammar presentation should take into account the practice of meaning and communication,and the content of topics should reflect the value connotation of times and culture,and emphasize the semantic function and emotional of language.