2.2.2 Surface structure and deep structure for listening and speaking analysis 4

3. Research Design 6

3.1. Research Questions 6

3.2. Textbooks for Analysis 6

3.2.1. The Textbook for Grade Seven by Foreign Language Teaching and Research Press 6

3.2.2. The Textbook for Grade Seven by People’s Education Press(PEP) 6

3.3. Research Tools 6

4. Results and Discussion 8

4.1 Results and Discussion of Research Question One 8

4.2. Results and Discussion of Research Question Two 12

5.Conclusions 16

5.1. Major Findings and suggestions 16

5.2. Limitations and future expectations 17

References 18

1. Introduction

As globalization goes deeper, countries around the world are getting closer and closer. English, as one of the main languages used all over the world, is an important tool in international communication and information acquisition.

Therefore, it’s very essential to develop more excellent students who will be fit for the current international situation. And cultivating language knowledge, language skills, learning strategies, affects and cultural awareness are the five major objectives of English teaching in middle schools. One of the main ways to achieve these major objectives is the teaching activity by using textbooks. Textbooks are the core and carrier of English teaching activities because they decide the content and organization of English teaching.

However, China has the policy of varied textbook versions according to the standard of curriculum. Textbooks in the version of People’s Education Press(PEP) (Go for it!) are currently used in middle school in most areas of China. But in some areas of Zhejiang province, students use the textbooks in Foreign Language Teaching and Research Press version (New Standard). Besides, in 2011, a new version of English Curriculum Standard was published and it had several requirements of the compilation and the usage of English textbooks. It’s a necessary task for English teachers to know different versions of textbook as well as to use the textbooks properly and creatively in order to meet the need of students and international situation.

Listening is one of the main input in language learning and speaking is one of the main output in language learning. And these two language skills are difficult for Chinese students to acquire well. So listening and speaking courses play an important role in English teaching. But teachers still have different opinions about textbooks using. And the different versions of textbooks make this question more complex. This thesis will contrast and analysis listening and speaking courses in the Go for it! in People’s Education Press(PEP) version and the New Standard in Foreign Language Teaching and Research Press version on the guidance of Standard of English Curriculum and try to find out different features of these two versions and use the complementary advantages. Besides, this thesis will put forward several suggestions in order to make the compilation of textbooks meet students’ need better and make teachers use textbooks more efficient. What’s more, this study will be propitious for compilating textbooks which fit our national conditions.

2. Literature Review

2.1 Listening and speaking

2.1.1 The importance of listening and speaking

English is a second-language for almost Chinese students. From the grade three in primary schools to junior schools, Chinese students take English classes every day. Xiaoyan Feng[3] (2016) says that there is a misunderstanding of English teaching in China, which ignores the basis that listening and speaking should be the foundation of English learning. Listening is one of the main input in language learning and speaking is one of the main output in language learning. But these two language skills are difficult for Chinese students to acquire well. This is one of the reasons why listening and speaking courses play an important role in English teaching. Jack C. Richards(2008) says ever-growing needs for fluency in English around the world because of the role of English as the world’s international language. And listening can provide much of the input and data that learners receive in language learning.