| National English Curriculum Standards for General Senior High Schools(2017 Edition)(hereinafter referred to as “NECS”)clearly points out that learning ability constitute conditions for development of English subject key competencies.Thereby,how to choose and use proper learning strategies has become an important part of learning ability.At the same time,textbooks are a carrier for implementation of curriculum concepts as well as reflection of curriculum attributes and content.To teachers,textbooks are the primary teaching resources;while,to students,textbooks are the primary learning materials.Therefore,to study learning strategies adopted in textbooks holds vital significance to the improvement of teachers’ teaching efficiency and students’ learning efficiency.English for Chinese General Senior High Schools(hereinafter referred to as “English PEP”)is a series of new textbooks amended and published by People’s Education Press(PEP)in accordance with NECS,having wide applications in multiple provinces in China.Guangdong Province started implementing new curriculum and textbooks among Grade 10 in the fall semester of 2020.So far,students of the first batch that are required to use new textbooks have finished learning of compulsory modules of the textbooks.Under the research background,this research adopts three volumes of compulsory textbooks from English PEP as research objects,and combines qualitative research with quantitative research,in an attempt to examine the presentation of learning strategies in textbooks and learn the consistency of these learning strategies with students’ application status.On that basis,relevant suggestions are proposed for teachers.This research is carried out,revolving around the following three research questions:(1)What are the results of the quantitative analysis of learning strategies of English PEP(Compulsory)?(2)How are the cases presented in different sections of English PEP(Compulsory)?(3)Is the students’ application of the learning strategies in learning consistent with the learning strategies designed in the textbooks?In order to answer the aforesaid questions,the author conducts a content analysis of the target textbooks and a questionnaire among Grade 10 students in H Middle School of Yunfu City.Research findings show:1.The target textbooks present metacognitive,cognitive,communication,and affective strategies,which fully cover the 23 specific learning strategies proposed in the NECS.The percentage of the four learning strategies in target textbooks is 10.81% for metacognition strategies,52.7% for cognition strategies,0.85% for communication strategies,and 35.64%for emotional strategies.The recurrence rate of each learning strategy sub-item varies widely.2.Each section under target textbooks presents English learning strategies either implicitly and explicitly with different sections focusing on different learning strategies.The English learning strategies are presented in all sections of the target textbooks,with metacognitive strategies concentrated in Reading for Writing,Assessing Your Progress,and Project;cognitive strategies in each section excluding Open Page;communication strategies in Listening and Talking;and affective strategies in each section.3.After completing content learning of English PEP(Compulsory),Grade 10 students’ use frequency of these English learning strategies reach a medium level.The overall frequency of using the four learning strategies can be ranked in a descending order: affective strategies > metacognitive strategies > cognitive strategies > communication strategies,which is inconsistent with the overall presentation of the four learning strategies in the target textbooks,namely cognitive strategies > affective strategies > metacognitive strategies >communication strategies.The causes of the inconsistency are related to the presentation way of learning strategies in target textbooks,teachers’ handling way of textbooks,and difficulty degree of learning strategies themselves. |
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