| Summary: | 碩士 === 國立暨南國際大學 === 比較教育研究所 === 88 === A Comparative Study of Junior-high English Curriculum Standards and Textbooks in Taiwan and Japan
By Huang-Hsi Li
(Abstract)
This thesis uses the theoretic analysis method, G.Z.F. Bereday''''s comparative method in education and content analysis method to perform a comparative study of junior-high English curriculum standards and textbooks in Taiwan and Japan. This comparative study is intended to be a reference of current English curriculum standards and textbooks reform in Taiwan.
Specifically, the purpose of the study are:(1) to understand the Communicative Language Teaching Approach;(2) to discuss and compare the differences and similarities of the junior-high English curriculum standards; (3) to discuss and compare the differences and similarities of the junior-high English and textbooks in Taiwan and Japan; (4) to synthesize the aforementioned results and offer suggestions for improving the English curriculum standards and textbooks reform in Taiwan.
The major findings of the study are:1Communicative Language Teaching Approach influences both Taiwan and Japan, but Audioligual Approach also influences Taiwan ;2on the junior-high English curriculum standards- (1)the goals of English education are almost the same，but in Japan addition to「understand nationals」;(2)the teaching materials and teaching skills are described very details in Taiwan; but in Japan, they aren''''t described so details (3) the goals and achievement aren''''t divided into each grade in Taiwan ; but in Japan, they are divided into each grade ;3 on the English textbooks- (1) both in Taiwan and in Japan, the most exercises in textbooks emphasis on training 「speaking」ability (2) there are not integrate topics in each textbook in Taiwan ;however, in Japan are integrate topics in each textbook ;(3) there are less foreign culture learning in each textbook in Taiwan than in Japan; (4)in textbooks of Taiwan don''''t emphasis on intonation ; but in textbooks of Japan use special mark to emphasis on intonation. (5)The basic topics, language structures and the communicative functions are almost the same in both Taiwan and Japan textbooks, but Japan textbooks design more abundance situations, and topics; (6) there are more exercises in Taiwan textbooks than in Japan textbooks; (7) Japan textbooks notice students'''' learning interesting;(8)There are less understanding nations in Taiwan textbooks than in Japan. (9) There are less environment protection topics in Taiwan textbooks than in Japan.
Finally, based on previously findings, the following recommendations are proposed:1The language teaching approaches should be more study and need to adopt other suitable approach to write textbooks; 2on the junior-high English curriculum standards-(1)need to add「understand nationals」to our English education goal;(2)it is not necessary to described very details in teaching materials and teaching skills; (3) the goals and achievement should be divided into each grade ;3 on the English textbooks- (1) should balance develop the four skills in exercise of textbooks; (2)should design integrate topics in each textbook ;(3)should add more foreign culture learning topics ; (4)should emphasis on intonation training;(5)should design more abundance situations, and topics; (6) should design more exercise about reading and writing; (7) notice students'''' learning interesting;(8)should add understanding nations topics; (9) should design more environment protection topics.
Key words: English education, Communicative Language Teaching Approach
English curriculum standards , English textbooks
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