introduction

The importance of grammar teaching in English teaching was discussed, and it was pointed out that the academic community has not yet reached a consensus on the content and methods of grammar teaching, resulting in significant differences in textbook design. At the same time, it is pointed out that there is insufficient exploration of the grammar section in English textbooks in existing research. Emphasizing the new goals and requirements of English grammar teaching under the core literacy, and proposing the necessity of systematically studying the current situation of English grammar teaching at home and abroad. This study compared and analyzed the grammar sections of eight sets of Chinese and foreign English textbooks, focusing on their appearance, presentation, and practice activities, with the aim of providing reference for textbook revision and writing.

Journals reviewed

A review was conducted on grammar teaching methods, exercise and activity design, and writing ideas in English textbooks. It was pointed out that with the introduction of communicative teaching, task-based teaching, and second language acquisition theory, textbook writers have tried various grammar teaching methods, but PPP method is still the most common. It emphasizes that grammar exercises and activity design should have clear goals, stimulate learning interest, provide opportunities for success, and be authentic. Mishan U0026 Timmis (2015) proposed that grammar learning requires input based activities to cultivate grammar awareness. Stranks (2013) and Ur (2022) proposed that grammar writing should consider multiple factors, such as learner characteristics, teaching culture expectations, etc., and adopt a "principled compromise" approach. Ur (2022) also proposed specific suggestions such as drawing on the achievements of corpus linguistics and second language acquisition research. The comparative study by Jia Fan et al. (2023) and Ur (2022) shows that there are differences in grammar item coverage, exercise types, and length ratios among different textbooks. Finally, it is pointed out that there is currently a lack of empirical research, and more versions of textbooks need to be compared to improve the quality of grammar section writing in English textbooks in China.

research design

This chapter introduces the research design, which includes selecting eight representative domestic and foreign English textbooks, removing preparatory units from local textbooks, aligning textbook levels according to international standards, and focusing on analyzing the position, presentation, and practice activities of grammar sections.

Research Results and Discussion

Detailed analysis was conducted on the setting and characteristics of grammar sections in eight sets of Chinese and foreign English textbooks. Firstly, grammar sections have diverse positions in textbooks, some located at the beginning, middle, or end of the unit, and interact with other sections such as vocabulary and reading, collectively forming the foundation of students' learning. Secondly, the presentation of grammar rules can be divided into two types: direct introduction in the grammar section and introduction in the appendix. The former reflects explicit teaching methods, while the latter may reflect implicit teaching methods. In addition, the grammar exercises and learning activities in the textbook are diverse, including conversion, matching, fill in the blank, etc., aimed at enhancing language understanding and expression accuracy. Some textbooks also design activities to cultivate grammar awareness and engage in authentic communication, in order to enhance students' enthusiasm and creativity in language learning. The grammar exercises and activity designs in textbooks generally follow the teaching principle of unifying form, meaning, and usage to enhance students' language abilities.

Conclusion and Inspiration

Summarized the comparative research results of grammar section design in Chinese and foreign English textbooks, pointing out that grammar sections are mostly located in the middle of the unit, and the appendix presents grammar rules with diverse types of exercises and activities. Research provides inspiration for textbook revision and writing: grammar section writing should rely on discourse, combined with language knowledge and skills; It should be appropriately integrated into the learning of explicit grammar knowledge and play its role in promoting learning; We should integrate different types of exercises and activities, focus on authenticity and fun, and stimulate students' interest in learning.