• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJLLL
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HOME > Archives > 2024 > Volume 10 Number 3 (2024) >
IJLLL 2024 Vol.10(3): 298-300
DOI: 10.18178/IJLLL.2024.10.3.529

Comparison between the Shanghai Edition and Starting Point Textbooks of First Grade Oxford Elementary School from the Perspective of “i+1” Theory

Yinan Wang
College of Language and Foreign Culture, Northeastern University, Qinhuangdao, China
Email: 1737657810@qq.com

Manuscript received January 19, 2024; revised March 12, 2024; accepted March 25, 2024; published 31, 2024

Abstract—Krashen believes that there exists a second language monitoring development model in the learning and acquisition process of a second language, which includes the “Acquisition and Learning Hypothesis”, “Natural Acquisition Order Hypothesis”, “Monitoring Hypothesis”, “Input Hypothesis”, and “Emotional Filtering Hypothesis”. This study starts with the core structure “i+1” in the “Input Hypothesis”, and analyzes and compares the structure and content of the representative and universal People’s Education Press (PEP) first grade English textbook (first semester) and the special Oxford first grade English textbook (first semester), exploring the similarities and differences between the two different textbooks and exploring their positive and negative effects on the comprehensibility input of “i+1”. Finally, suggestions for improving the textbooks of both parties have been proposed, which has achieved the goal of optimizing the setting of primary school English textbooks and serving compulsory primary school English classroom teaching.

Keywords—Krashen, input hypothesis, textbook comparison, “i+1”

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Cite:Yinan Wang, "Comparison between the Shanghai Edition and Starting Point Textbooks of First Grade Oxford Elementary School from the Perspective of “i+1” Theory," International Journal of Languages, Literature and Linguistics, vol. 10, no. 3, pp. 298-300, 2024.

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