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An Evaluation of the Focus-on-Form Instruction Taken to Raise Students’ Grammatical Awareness in the EFL Textbook Employed in Secondary Schools of Zhejiang, China



Author(s)

Li Lu-yao

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DOI:10.17265/2161-623X/2015.03.004

University of Exeter, Exeter, UK

This essay will focus on the evaluation of the English as a foreign language (EFL) textbook used in Zhejiang Province of China, to evaluate whether the book reflects the focus-on-form (FonF) instruction, and how teachers utilize the book to raise students’ grammatical awareness in class. First, the rationale of this topic will be introduced in the introduction part. Second, a brief literature will be reviewed and theoretical supports will be provided in the evaluation section. Third, Chinese context, especially the context of Zhejiang Province, will be analyzed briefly to help readers better understand the background of the EFL textbook and education policy. Fourth, some criteria will be developed according to literature review and context section to evaluate the textbook, and how to raise students’ grammatical awareness will also be figured out.

evaluation, English as a foreign language (EFL) textbook, Zhejiang Province, focus-on-form (FonF) instruction, grammatical awareness