A Comparative Study and Reflection on Module Design for Cultivating Cultural Awareness in Old and New Versions of Junior High School English Textbooks: A Case of Grade Seven Volume One

Min Lan

doi:10.63313/LLCS.9172

Authors

Min Lan China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/LLCS.9172

Keywords:

Junior High School English Textbooks, Comparison Between New and Old Editions, Cultural Awareness, Core Competencies, English Education

Abstract

Based on the core competency framework specified in the English Curriculum Standards for Compulsory Education (2022 Edition), this paper makes a comparative analysis of the design differences in modules for cultivating students’ cultural awareness between the 2012 and 2024 editions of Grade Seven Volume One of PEP Junior High School English textbook. The study reveals that the new textbook achieves remarkable improvements in objective orientation, content selection, presentation modes, activity design and assessment guidance. It shifts its focus from knowledge memorization to competence-oriented learning and from overemphasis on foreign cultures to a balanced combination of indigenous and international cultures, attaching greater importance to the in-depth integration of language and culture as well as the development of students’ intercultural communicative competence. This research offers theoretical references and practical implications for textbook revision and classroom instruction.

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