grammarly Report 语法论文参考

116 issues found in this textScore: 62 of 100Report generated on Tue, Apr 15 2014 12:28 PMComparative Study of Primary English Textbooks for EFL Learners ——Take Edition PEP and Hi# 1( His, Him ) Friends#for Example 1. Introduction With the popularization of information technology and the arrival of the knowledge economy globalization, English learning has been attention by more and more people . However , people always find that English is difficult to learn when they come into contact with English learning . This day and age , this paper compared with other disciplines of English teaching is still in a state of high investment and low output . Of course , the cause and effect of this phenomenon is 2( are ) in many ways . Such as teachers , teaching idea 3( approach, thought ) , teaching environment and teaching conditions , as wellas the teaching strategies and teaching methods . However , one of these reasons , a very important 4( crucial, critical, imperative, paramount ) aspect , which the textbook did not obtain enough attention . In fact , the textbook is not only a teaching plan and teaching basis , its structure and performance way also reflects , teaching ideas and teaching strategies . the 5( The ) author holds that through a variety of ways to understand and learn foreign advanced education ideasand teaching strategies also should pay attention to national textbooks contained in all kinds of education teaching idea 6( approach ) . In the rapid development of social life informatizationand economic globalization today , English, as an international common language , has become increasingly prominent . Many non-native speakering 7( speaking, speaker, spearing, speakerine, speakerines ) countries are have 8( are having ) gradually opened English courses in primary schools . Based on the textbooks of two countries as an example , this paper selects the Japan's primary school English textbook----Tokyo Shoseki edition Hi# 9( His, Him ) Friends#and the Chinese primary school English textbook--- PEP edition . This two using They use a wide 10( comprehensive ) range primary school English textbooks for text comparison research and analysis of the similarities and differences . the 11( The ) author considers take 12( taking ) the comparison of the English textbooks can complement each other , and constantly 13( continually ) improve our 14 textbook system . 2. Theoretical Foundation of Study 2.1 Principles for Compiling Textbooks Many experiences tell us that Chinese education cannot be simply 15( only ) performed “ Copinism 16( Copies, Coping, Copings, Copious, Copyist ) ". 17( ." ) TeachingEFL needs a textbook written by Chinese-foreign as co-authors, tailored for Chinese students of high quality textbook. The English textbooks in China for many years take the development 18 ( growth ) lines named “Eclecticap- proach 19( preach, Roach, reproach, poach, roach ) ". 20( ." ) After the new curriculum reform of the textbooks is mostly use 21( is mostly used ) the comprehensive writing mode , namely the “Topic + the function , structure and task ” study .It is an organic combination of function , such as vocabulary , grammar and topic , on the basisof language learning , through the "task-based" activities to cultivate the students ' ability 22( experience, knowledge ) of using language . Its purpose is to put 23( set ) the 24( a ) combination of language knowledge and language skills training , 25( ___ ) is trying to put the combination of language learning and language use . Our 26 English textbook writing and English classroom teaching should be based on national conditions , look around the world , strivingfor high quality and efficiency . There have four Principles about function of textbooks: (1) The function of arousing learning desire . Primary school textbooks should be given priority to with interesting , write some more about the authenticity of the activity , lets the student in interesting activities to learn English better . (2) The function of prompt the subject . Textbooks should be make 27( be made ) students clearly aware of their learning goal and the function of the subject . (3) The function of prompt 28( quick ) the learning method 29( process ) . Textbooks should be cultivating the function of 30( the , a ) metacognitive ability 31( knowledge ) . Such as learning method , thinking method , etc 32 . (4) The function of strengthen 33( strengthening ) learning . Textbooks should be beneficial to students by self evaluation, review of the learning process , to confirm and consolidate their learning achievements and development of 34( a , the ) further study subject and the function 35( role ) of the learning 36( training ) method 37( process, design ). When selecting an EFL textbook the educators should consider the following 12 aspects of the textbook[3]: 1. Course purposes , instructional goals , and course length and intensity . 2. Students ( age , abilities , needs , motivations , ect 38( et, etc, act, eat, sect ) .) 3. Methods and techniques .4. Language type or linguistic coverage and organization .5. Skills.6. Subjects and contents.7. Activities.8. Practical considerations (availability; price ; physical feature ; layout ; design ).9. Enjoyment and interest . 10. Difficulty level. 11. Textual aids 39( ads ) and supporting materials . 12. Guidance . 2.2 Definitions and Contents of EFL EFL refers to “English as A Foreign Language ”. 40( ." ) It means that the English as a foreign language to learn . English teaching in China and Japan are fallen into the same category -- EFL 41( fall into the same category -- EFL ) .The chairman of TESOL, David Nunan, is defined defines EFL and ESL by a respectively : EFL isused in contexts where English is neither widely used for communication nor used as the mediumof instruction # Some scholars believe that : " referred to in the theory of second language acquisition , second language refers to beyond the native language (L1) is the second language(L2), which also contains a foreign language (FL)" [2]. The cognitive 42( \ ) communicative approach also said : " although the second language and foreign language between thetwo concepts of inclusion and the same factors , second language and foreign language under certain conditions can not into each other ." But 43( However ) in the current English teaching under the condition of China, especially in terms of the country 's vast area , and the English teaching in China should be defined as a foreign language teaching . Yu Shanzhi 44( Shanghai )is also proposed to distinguish three criteria , both explicitly to the ranks of foreign language teaching in English teaching 45( \ ) in China. [1] So , it is really 46( ___ ) should belong to foreign language teaching in China and Japan. 2.3 Current Situation of the Research of EFL Textbooksin China According to the requirements of " primary school English curriculum standard ", 47( \, " ) publishing institutions have published primary school English textbooks, which, through the textbook of countrywide middle and primary school authorized committee authorized the primary school English textbooks, there are more than 30, since third grade using 16 versions , 48( ___ ) and the primary school English textbooks have uneven in quality . 49 Most of this use the way named "Topic function structure task". 50( ." ) 3. The Concrete Differences Between PEP and Hi, Friends! 3.1 The Theoryof Compiling Textbooks Textbook and teaching can not be divorced . Textbook is a standard of Teaching , 51( ___ ) and is used by the teaching . A set of textbook is a product and a reflection of an 52( the ) age . It represents various aspects of development like political , economic , science , and culture . It has a principle of topic choice is: (1) close to the age . (2) close to the life . (3) close to the students . A few years ago , Japan does 53( did ) not open English course 54( program )in primary school , they began the English courses in middle school . English is not as entrance study subjects . Only 55( Just ) some of the public university and private university admission tothe English college entrance examination scores as the 56( a ) new requirement . Now , Japan will forward English education to primary school . They open the English course 57( program ) from Grade 3, for above 3 58( three ) grade students in " integrated learning time " to open English conversation class . Main purpose 59( goal, idea ) is to make the primary school , was born in relaxed and pleasant atmosphere of contact English, familiar with English, to begin to enhance students ' interest in learning English and confidence of learning English. And 60( So, Moreover \, , Also\ ) file specified primary school English teaching must pay attention to the interest , prevent to middle school teaching content moved to primary school to teach in advance . 3.2 Comparisonof Structure The PEP edition , the most widely used as domestic 61( internal, national ) rangewith topic , with communication function as the main line , give attention to both the language structure , gradually to guide students to use English has practical purpose language task 62( job ) . It is a topic - function, 63( function, functions, unction ) -structure- task type textbook. It has 864( eight ) volumes , as a starting point in the third grade . Japan as an economic and education developed countries , as a cultural 65( social ) , culture and our 66 neighbouring country . In 2011 officially primary school English classes should be brought into the formal curriculum. Using Japan's primary school English textbook of use also according to the school itself. This paper selectedthe Tokyo Shoseki --Hi, 67( ) Friends! is 68( Is ) the most authoritative in the numerous Japanese primary school English textbook, using a wide 69( comprehensive ) range of materials . 70 This textbook has total of two copies , as a starting point in the fifth grade . ThePEP edition of primary school English textbook contents constitute 71( constitutes ) the primary school English curriculum standard , the overall goal of the primary school English course 72( program ) is to train students comprehensive 73( complete ) language using ability 74( experience, knowledge ) , the comprehensive 75( complete ) language using ability 76( experience ) embodies the culture of the language skills , language knowledge , emotional attitude 77( approach ) , learning strategies and cultural awareness training . 78Therefore , the primary school English textbooks must be fully implemented within the capacity .In general , the PEP edition of primary school English textbook has Let's learn , Let's talk , Let's play , 79( ___ ) Let's do , Let's make , Let's sing , Let's check , Let's chant , Storytime , Good to know , the Culture, the Read and Write, Pronunciation and other columns ,Let's talk , Let's play , Let's do , Let's make , Let's sing , Let's check , Let's chant , Readand Write and other columns mainly is to develop language skills such as listening , speaking , reading and writing ; Let's learn and Pronunciation is mainly engaged in the teaching of language knowledge , language knowledge will be interspersed with introduced in other item 80( another item, other items ) ; Story time this column is to cultivate the students ' emotional attitude ; Let's talk , Let's play , Let's do , Let's make , Let's check ,Let's chant , Story time and other columns and reflected the cultivation of student 's learning strategies , such as cooperation with others to complete the task 81( job ) , take the initiative to practice what they have learned content, reading English stories , actively communicatein English; Culture and Good to know the main is to cultivate students ' cultural awareness 82( knowledge ) , other item will penetrate cultural 83( social ) awareness 84( knowledge ) . 85 A large number of items are cultured language skills , it is apparent that PEP version taught more emphasis on the content of the English language skills of students . Hi, 86( ) Friends! is relativeto the column number of the PEP edition of teaching materials , its column only four: Let's Play,Let's Sing/Chant, Let's Listen , 87( Listen\ ) Activity. Although there are only four columns , but the content of dabble in 88( the , a ) range is very wide . Students through learning this textbook can get a brief culture and a relatively of British and American. 89 And 90( So, Moreover\, , Also\ ) the four columns focuses 91( focus ) on students ' listening and speaking skills , let92( allow ) the students cultivate the spirit of cooperation in the study . Europe and the United States and this area are very close to 93( for ) Phonics in ESL teaching theory . 3.3 Comparisonof Content 3.3.1 Comparison of Vocabulary PEP : for vocabulary , PEP from initial only requires 94 ( an , the ) understanding , deepened the difficulty 95( difficulties ) step by step , to the sixth grade linked to junior high school learning vocabulary can be very good . Grade three requirements for key words in listening , speaking , reading . Grade four has being 96( been ) joined request # words to write . Fifth grade the vocabulary required to master the content of the joined the phrase . The sixth grade the vocabulary joined the requirement for the tense voice , let students form a concept about grammar . This version is required the primary school students to master : Grade 3 97( three )has 20 words , Grade 4 98( four ) has 102 words , Grade 5 99( five ) has 168 words , Grade 6100( six ) has 67 words . Hi, Friends! Without vocabulary . Relative to the domestic 101( national ) , the textbooks pay more attention to students ' ability 102( experience, knowledge ) of listening and speaking . The words link up with junior high school English vocabulary . So , their students only need to know these words in the collective activities , and grasp the meaning of the words in dialogue and exchanges . This version is required in the primary school students the words skillfully use a total of 450 words . It seems that in terms of the degree of master , Chinese primary school students in the aspect of word stress is larger than Japanese primary school pupils , and in terms of the number of less than Japanese students . 3.3.2 Comparison of Grammar For grammar , the PEP edition of teaching materials mainly involves (1) the rules of the plural noun change (2) the present continuous tense form (-ing) (3) soon as ( single 3) (4) the past tense form (- Ed) (5) comparative adjective form (-er) For the simple 103( \ ) clear reason that the primary school education starts from the fifth grade , Japanese textbooks is 104( are ) limited by space , rarely involves the grammar knowledge 105( information ) . From what Chubachi Keiichi said : "Japanese primary school pupils ’ English grammar was greatly affected by the mother tongue "[4]. The weak also gradually got some Japanese scholars attention . 3.3.3 Comparison of Situational Dialogues The PEP edition is focus on language communication . And 106( So, Moreover\, , Also\ ) Hi, Friends!is 107( Is ) different . 108 It focuses on nurturing students ' interests . In terms of the subject matterof the text selection , the PEP edition of the subject matter more is known as the 109( a ) real life from the students . ( Table 1) Hi, Friends! The theme is closer to the student 's preferences . ( Table 2) Comparing the tables above us 110 , obviously , Japanese textbook selection of subjects ismore likely to catch the attention of students . Take topic about Friends for example : Hi, Friends!2 Lesson7 tells us 111 a famous traditional Japanese fairy tale named Momotaro. Story in the form of picture books , through the simple and practical dialogue 112( \ ) conveyed to the students inthis class 113( course ) of center : Friendship is a very important 114( crucial, critical, imperative, paramount ) part of life . Let the student through the Momotaro’s adventure on the way to make friends . It makes students to know 115( know ) ‘ what 's good friends ’. 116( .' ) Do n't just teach students the words and sentences . And 117( So, Moreover\, , Also\ ) the same is the PEP edition of telling Friends Grade4 Volume1 Unit 3, the emphasis is on friend look on this and the expression of interests . Exercise also emphasizes description of a friend . This text set can make students produce a fixed mode of thinking . This 118 can make students learn quickly an expression , but it does not explain why . Therefore , on the choice of teaching material contents, the author thinks that the Hi, Friends! can 119( Can ) arouse the students ’ desire for English learning , meets the requirement of teaching material to write on topics . 3.3.4 Comparison of Illustrations The textbook illustrations are of great help to attract the attention of the primary school students . The PEP edition of the illustration 120( example ) is Euramerican style color cartoon characters and images . part 121( Part ) of the picture is a little small . Basic each column is equipped with illustrations , but too many illustrations . Illustrated with the increase of text materials , illustrations show the tendencyof decrease . Hi, Friends! Illustrated with typical Japanese style of picture books , 122( ___ ) has a 123( ___ ) certain 124( particular, set ) national characteristics . Image as a whole , more contentsin perfect order , also is very rich . Pictures are always with words . Increase as text , graphics125( \ ) will not reduce . Images can also reflect a lot of English countries culture and habits ,such as body language : This gesture is OK, for example , in the Hi, Friends! The illustration 126 ( example ) (Picture 1) is the corresponding action . The illustrations in PEP edition have almost no practical gestures (Picture 2). 3.3.5 Comparison of Class Hour Class assignment problem on the textbook, teaching material of PEP gave no definite provisions on scheduling. While this is helpful for teachers to make a 127( the ) teaching process flexible to use of the time , according to the actual situation of the students to make specific arrangements of teaching . But 128( However )in the process of understanding , also found that there are many teachers of scheduling, thereis a big question . Hi, Friends! This set of textbooks have 129( has ) detailed class schedule ,this to the teacher 's teaching plan , mastery of teaching as a whole . By the publishers to write a guide for the use of textbooks, this is what Chinese educators can learn from them. 4. Trends and Disadvantages Excessive EFL teaching materials in recent years 130( are , were ) gradually to pragmatism, gradually accepted the native or second language in the west as the learning theoryof learning English. Introducing the theory of Phonics method . On Our 131 Way to English is a more acceptable to domestic Phonics teaching materials . 132 Teaching material characteristic is that it came in the form of CD. Each unit is a separate story . Content covers the dialogue ,daily life , fairy tales , fables , and many other aspects . All text and words have a standard audio material . Weaving in the text about color , digital, body parts , sports equipment , etc 133134( . ) series of words , will not for this project , separate for inductive learning vocabulary . After-school activities give priority to retell the article . But 135( However ) EFL teaching materials restricted by using the crowd , no ESL, ENL and other teaching materials used the basic 136( primary ) abilityof English advantage , so accept Phonics method 137( process ) of teaching material has the138( a ) certain 139( particular, set ) difficulty . 5. Conclusion By comparing between China and Japan primary school English teaching materials and analysis 140( study ) , it is easy to find ,for primary school English teaching material writing and choice , our 141 primary school English teaching material is focused on understanding and using language , increasingly inclined to learning of language skills . Japanese textbooks even weaken the length and the rules of language use . This 142 is typical of learning of language skills . Our 143 primary school English teaching materials of writing direction are gradually to emphasis on language skills . In several 144( many ) existing versions of textbooks 145( \ ) are obviously played down language knowledge 146( experience, information ) in learning . Teaching in the future should be to find the best integration of theirlanguage knowledge and language skills as the 147( a ) goal , in cultivating students ' interest , at the same time to master English in the lingua franca. Acknowledgements I 148 would like to take this opportunity to express my heartfelt gratitude to all my teachers , friends and fellow classmates 149 ( classmate ) for their kind assistance 150( support, help ) and companionship during the course of 151( during ) composing my paper . My 152 sincere and hearty thanks and appreciations go firstly to my supervisor , Li Jia, whose incisive comments and constructive criticism have given me much insight 153 into the study of the paper and have contributed greatly to the completion of this thesis . Had it not been for her ingenuous 154( ingenious ) and enlightening instructions , this thesis would not have become what it is today . Her tremendous assistance 155( help, support ) in developing the 156( a ) framework for analysis and in having gone through the draft versions of this thesis several 157( many ) times as well as her great care in life 158( \, as well as her great care in life\ ) deserve more thanks than I 159 can find words to express .Writing issues in this paragraph:1Misspelled word: Hi#2Incorrect verb form with compound subject3Overused word: idea4Weak adjective: important5Capitalization at the beginning of a sentence6Overused word: idea7Misspelled word: speakering8Missing participle after “be”9Misspelled word: Hi#10Vague word: wide11Capitalization at the beginning of a sentence12Infinitive instead of gerund13Overused word: constantly14Informal pronouns15Overused word: simply16Misspelled word: Copinism17Punctuation after quotation mark18Overused word: development19Misspelled word: proach20Punctuation after quotation mark21Missing participle after “be”22Overused word: ability23Overused word: put24Definite instead of indefinite article25Improper comma between subject and verb26Informal pronouns27Missing participle after “be”28Overused word: prompt29Overused word: method30Missing article31Overused word: ability32“Etc.” and “So On” in formal writing33Infinitive instead of gerund34Missing article35Overused word: function36Overused word: learning37Overused word: method38Misspelled word: ect39Possibly confused word: aids40Punctuation after quotation mark41Incorrect use of passive voice42Missing comma between adjectives43Conjunction at the Beginning of Sentence 44Misspelled word: Shanzhi45Missing commas around appositive46Wordiness (redundant phrases)47Punctuation after quotation mark48Improper comma in compound subject49Wordy sentence50Punctuation after quotation mark51Improper comma in compound subject52Indefinite instead of definite article53Present instead of past54Overused word: course55Overused word: only56Definite instead of indefinite article57Overused word: course58Numerals instead of words59Overused word: purpose60Conjunction at the Beginning of Sentence 61Overused word: domestic62Overused word: task63Misspelled word: function,64Numerals instead of words65Overused word: cultural66Informal pronouns67Spaces before/after punctuation marks68Capitalization at the beginning of a sentence 69Vague word: wide70Missing subject71Incorrect verb form with singular subject72Overused word: course73Overused word: comprehensive74Overused word: ability75Overused word: comprehensive76Overused word: ability77Overused word: attitude78Wordy sentence79Improper comma between verb and object80“Other” with singular noun81Overused word: task82Overused word: awareness83Overused word: cultural84Overused word: awareness85Wordy sentence86Spaces before/after punctuation marks87Spaces before/after punctuation marks88Missing article89Incorrect use of sentence fragment90Conjunction at the Beginning of Sentence 91Incorrect verb form with plural subject92Overused word: let93Incorrect preposition after adjective94Missing article95Incorrect noun form96Missing past participle in perfect tense97Numerals instead of words98Numerals instead of words99Numerals instead of words100Numerals instead of words101Overused word: domestic102Overused word: ability103Missing comma between adjectives104Incorrect verb form with plural subject105Overused word: knowledge106Conjunction at the Beginning of Sentence 107Capitalization at the beginning of a sentence 108Missing subject109Definite instead of indefinite article110Informal pronouns111Informal pronouns112Missing comma around interrupter113Overused word: class114Weak adjective: important115To-infinitive instead of bare form116Punctuation after quotation mark117Conjunction at the Beginning of Sentence 118Unclear antecedent119Capitalization at the beginning of a sentence 120Overused word: illustration121Capitalization at the beginning of a sentence 122Improper comma between subject and verb 123Redundant article before plural124Vague word: certain125Missing commas around appositive126Overused word: illustration127Indefinite instead of definite article128Conjunction at the Beginning of Sentence129Incorrect verb form with singular subject130Missing verb131Informal pronouns132Incorrect use of sentence fragment133“Etc.” and “So On” in formal writing 134Incorrect usage of Latin abbreviations135Conjunction at the Beginning of Sentence136Vague word: basic137Overused word: method138Definite instead of indefinite article139Vague word: certain140Overused word: analysis141Informal pronouns142Unclear antecedent143Informal pronouns144Overused word: several145Missing comma after introductory phrase146Overused word: knowledge147Definite instead of indefinite article148Informal pronouns149Wordiness (redundant phrases)150Overused word: assistance151Wordiness (redundant phrases)152Informal pronouns153“Much” with countable singular noun154Possibly confused word: ingenuous155Overused word: assistance156Definite instead of indefinite article157Overused word: several158Missing comma around interrupter159Informal pronouns。