iReasearch学术科研网

This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners’ developmental readiness, and the issue of heterogeneity in L2 classrooms.

基于第二语言习得规律对四套中国小学英语教材进行系统性评估。旨在调查英语教材中的语法教学与目前国际二语习得领域重要理论之一的语言处理论所提出的第二语言习得顺序之间所存在的差异程度。研究结果显示:被调查的英语教材中所出现的语法教学目标的顺序与语言处理论所提出的二语习得顺序存在部分一致。位于习得层级初级阶段的语法结构在教材中出现的顺序符合其在语言处理论中的科学假定。但位于中高级阶段的部分结构未按照假定顺序在教材中依次呈现。部分语法结构在教材中的过早出现可能与教材编写中所采用的以主题为基础的教学法相关。教材编写者更倾向于考量语法结构在特定语境中是否有用,而非考量语法结构在当前阶段学习者是否可学。