A Study of the Shaping of the "Emotion and Attitude" Domain in the New English Language Curriculum of China through an EFL Textbook

Autor/in	Ma, A.
Titel	A Study of the Shaping of the "Emotion and Attitude" Domain in the New English Language Curriculum of China through an EFL Textbook
Quelle	In: Pedagogy, Culture and Society, 20 (2012) 2, S.231-250 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2012.688764
Schlagwörter	Textbooks; Teaching Guides; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Curriculum; Educational Change; Course Descriptions; Reputation; Content Analysis; Teaching Methods; Grammar; Learning Activities; Educational Objectives; Affective Behavior; China + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Lehrerhandbuch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Kursstrukturplan; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Lernaktivität; Educational objective; Bildungsziel; Erziehungsziel; Affective disturbance; Active behaviour; Affektive Störung
Abstract	The English language curriculum (ELC) in China has undergone numerous changes since its modernisation movement in the late 1970s. The recent English language syllabus (2001) marks a new direction by incorporating "emotion and attitude" as one of the ELC's key domains. The implication is that the deep-rooted principle of learning a western language solely for instrumental purposes is extended to embody an integrative and intrinsic orientation as well. This paper explores the shaping of this new domain by studying the 2001 English language syllabus for what the domain entails. A prestige EFL (English as a foreign language) textbook, "PEP Primary English 6A," is also analysed to examine the extent the domain is addressed in the textbook in three aspects, namely the types of activities included, the language forms presented and the teaching strategies recommended. It is found that the target objectives of the domain are addressed adequately through the range of affect-related activities in the textbook. The language presented in the textbook is, however, relatively "emotion-free" and the recommended teaching strategies in the accompanying teacher's guide do not reflect all the strategies advocated in the syllabus for developing positive affective factors. Implications of the findings are discussed. (Contains 2 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10