Analysis on Grammar Patterns of English Textbooks for Middle School Juniors According to Revised Curriculum in 2009

Abstract

This study aims to discover whether language form is appropriately reflected in English textbooks for middle school juniors through comparing and analyzing the grammar type of the textbooks. 5 textbooks which are usually used are selected and analyzed. The results are as follows. First, 5 textbooks commonly allocate the grammar part in isolation after ‘after-reading activities’ and have the similar number of grammatical items, which is from 19 to 22. Second, the textbooks introduce grammatical items in an inductive way where students com-prehend examples first and discover the grammatical rules in common. Last, most of the textbooks introduce appropriate content on the basis of students’ level but its order appears different respectively.