Abstract

Nowadays, English plays a more and more important role in communication among people of different countries and regions so that learning English in many countries and regions has become a craze including China. As the beginning of the English as a Second Language (ESL) learning, the primary stage is extremely crucial for language learners because it has a vital role in learners' habits cultivation and intellectual development. The textbook, the tool of language teaching and learning, is not only a significant element for teacher to organize class teaching but also the core content of students’ learning process. Based on the research of the ESL English textbooks in China and the USA, this paper compares American and Chinese English textbooks in the aspects of forms, ideas and contents, which mainly consists of two parts: the theoretical basis quos of ESL English textbooks in China and the USA and the comparison of these ESL English textbooks in China and the USA. In this way, this paper aims to help the adaption of the EESL English textbooks and develop the teachers’ ability of evaluating ESL English textbooks.

Keywords: ESL English textbooks; primary English teaching; Comparison of American and Chinese English textbooks

Contents

Abstract

摘要

1. Introduction-1

1.1 Research background and significance-1

1.2 Literature review-1

2. The Theoretical Basis of ESL English Textbooks of China and the USA-2

2.1 Multiple Intelligence Theory-2

2.2 Zone of proximal development-4

3. The Difference of ESL English Textbooks in China and the USA-5

3.1 Editing Ideology-6

3.2 Editing Structure-6

3.3 Contents-7

4. Conclusion-7

References-8