| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 93 === ABSTRACT (In English Version)
This study aims at investigating if the designs of 14 junior high school English textbooks from 1937 to the present individually correspond to the essence of the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, and the Communicative Approach. The instruments are the principles and techniques of the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, and the Communicative Approach.
The major findings are summarized as follows:
1.In the designs of one English textbook published in 1937, only half of them correspond to the essence of the Grammar-Translation Method.
2.In the designs of five English textbooks edited according to English Curriculum Standard in Junior High School (1948), about half of them correspond to the essence of the Direct Method.
3.In the designs of four English textbooks edited according to English Curriculum Standard in Junior High School (1962, 1968, 1972, and 1985), all of them correspond to the essence of the Audio-Lingual Method.
4.In the designs of one English textbook edited according to English Curriculum Standard in Junior High School (1994) and the designs of three English textbooks edited according to English Curriculum Standard in Junior High School (2000), only one little part doesn’t correspond to the essence of the Communicative Approach; the others correspond to.
During the developing process of junior high school English textbooks, the proportion of the designs corresponding to the essence of the teaching method is getting higher and higher. But nowadays the Communicative Approach isn’t practically applied yet because exams lead teaching. In order to let students favorably pass the exam, teachers spend too much time teaching them words, phrases, grammatical rules, etc. and testing them by using the exam papers. However, teachers ignore that the goal of the Communicative Approach is to have students become communicatively competent. Besides, students make every effort to memorize vocabularies, grammar, etc. and do exercises again and again in order to get high scores in the exam, but are unable to become real communicators. This phenomenon is worthy of being thought deliberately.
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