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A Comparative Study of Grammar Exercises in PEP and FLTRP Junior High English Textbooks

Author(s)

Xinxin Xu

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

Against the background of English curriculum reform, grammar teaching no longer focuses only on the mastery of linguistic forms. Instead, it aims for the integrated development of form, meaning and use. Grammar-practice activities in textbooks act as key carriers of curriculum ideas. They greatly shape students’ grammar understanding and overall language competence. This study draws on Larsen-Freeman’s three-dimensional grammar framework and Paulston’s practice-stratification theory. It compares grammar-practice activities from two widely-used junior high-school English textbook series. The research materials consist of twelve officially-approved 2024 volumes: PEP Go for it! and FLTRP New Standard. This research uses text analysis, comparative analysis and data analysis. A self-developed coding scale classifies grammar-related exercises. SPSS software is applied for statistical analysis and reliability tests. Findings show that both textbook sets include multi-dimensional, multi-level grammar exercises. Still, clear differences exist in their three-dimensional combinations and the distribution of practice types. These differences reflect the textbooks’ different design philosophies for fostering students’ language ability. This quantitative comparison offers practical references for junior high-school English grammar teaching and future textbook revision.

Keywords

Junior‑High‑School English Textbooks; Grammar Practice Tasks; Larsen‑Freeman’s Three‑Dimensional Grammar Framework; Grammar Practice Modes; Comparative Textbook Analysis

References

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