文摘
英文文摘
声明
Chapter 1 Introduction
1.1 Significance of the study
1.2 Structure of the thesis
Chapter 2 Historical Development of English Textbooks in China
2.1 Period from the founding of New China to 1956
2.1.1 Historical background
2.1.2 Characteristics of the textbook
2.1.3 Analysis of the reasons
2.2 Period from 1956 to 1966 “Cultural Revolution”
2.2.1 Historical background
2.2.2 Characteristics of the English textbook in 1960
2.2.3 Characteristics of the recompiled English textbook in 1961
2.2.4 Characteristics of the recompiled English textbook in 1962
2.2.5 Analysis of the reasons
2.3 Period from 1979 to 2000
2.3.1 Historical background
2.3.2 Characteristics of the English textbooks from 1976 to 2000
2.3.3 Analysis of the reasons
2.4 Period since 2000
2.4.1 Historical background
2.4.2 Characteristics of Junior/Senior English for China
2.4.3 Analysis of the reasons
Chapter 3 Theoretical Framework
3.1 Cooperative Principle
3.2 Politeness Principle
3.3 Communicative Principle
Chapter 4 A Pragmatic Analysis of Junior/Senior English for China
4.1 Cooperative Principle
4.1.1 Maxim of Quantity
4.1.2 Maxim of Quality
4.1.3 Maxim of relation
4.1.4 Maxim of manner
4.2 Politeness Principle
4.2.1 Case One
4.2.2 Case Two
4.2.3 Case Three
4.3 Communicative Principle
4.3.1 Unit content
4.3.2 Book content
Chapter 5 Conclusion
5.1 Findings of the present study
5.1.1 Principles of the textbook development
5.1.2 Textbook evaluation
5.2. Limitations of Junior/Senior English for China and the suggestions
5.2.1 Limitations of Junior/Senior English for China
5.2.2 Suggestions
5.3 Conclusion
Bibliography
Acknowledgements
