A Comparative Analysis of the Grammar Sections in the 2012 and 2024 Editions of PEP Junior Secondary English Textbooks

Chuanqiu Li

doi:10.63313/ESW.9149

Authors

Chuanqiu Li China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/ESW.9149

Keywords:

Three-dimensional Grammar Framework, Grammar Section, Textbook Analysis

Abstract

Grammar plays a fundamental role in foreign language teaching, while English textbooks serve as an essential resource for grammar instruction and learning. Drawing upon the English Curriculum Standards for Compulsory Education (2022 Edition) and adopting Larsen-Freeman’s Three-dimensional Grammar Framework as the theoretical lens, this study conducts a comparative analysis of the grammar sections in the 2012 and 2024 editions of the People’s Education Press (PEP) junior secondary English textbooks. The comparison focuses on four aspects: the placement of grammar sections, the presentation of grammar items, the presentation of grammatical knowledge, and the design of grammar practice activities.The findings indicate that the revised edition demonstrates closer alignment with the requirements of the curriculum standards and more effectively embodies the pedagogical principles of three-dimensional grammar, integrating the dimensions of form, meaning, and use. Compared with the previous edition, the revised textbook places greater emphasis on contextualized grammar learning, authentic communicative tasks, and the development of students’ pragmatic competence. Based on these findings, this study suggests that English teachers should strengthen contextualized instruction, optimize the design of grammar practice activities, and foster discourse awareness in order to facilitate students’ integrated understanding and application of the three dimensions of grammar.

References

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