An Analysis of Senior High School English Textbooks’ Core Competencies Using China’s English Curriculum Standard Framework

Abstract

The study aimed to identify the features of linguistic competence, cultural awareness, thinking capacity and learning ability found in the English textbooks used in senior high school in China. This study used a qualitative approach and content analysis of the three PEP senior high school English textbooks. China’s English Curriculum Standards (CECS), established by the Ministry of Education in 2017, were used to identify the features of English Core Competencies (ECCs). The three English Compulsory textbooks were the subjects for this study. They were used as learning materials in a high school where the study was held. One research question was asked as part of the underpinning: What features of linguistic competence, cultural awareness, thinking capacity, and learning ability components were found in the English textbooks used in senior high school in China? The findings showed that linguistic competence had the highest frequency of 29%, and vocabulary ranked second at 22%. Whereas cultural awareness, Chinese culture had the highest frequency of 41%, foreign culture ranked second with 34%. Thinking capacity had the highest frequency of 48%, and critical thinking ranked second at 27%. The learning ability inquiry learning had the highest frequency of 45%, and cooperative learning ranked second at 27%. Each component has its features, but they are interrelated and integrated into each other to make up a system.