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Classroom observation……………32
4.3 Data collection......33
4.3 Summary.......33
Chapter Five Findings and discussions.......34
5.1 The position change of structure and its effect.......34
5.1.1 Findings from text analysis……34
5.1.2 Findings from interviews, questionnaires………36
5.2 Factors affecting the change of structure of syllabus.......37
5.3 Summary..........41

Chapter Five Findings and discussions

5.1 The change of structure position and its effect
In Chapter Two, the current trend in course design, multiple-dimensional syllabusis introduced and explains why it is typical to apply multiple-dimensional syllabus incourse design. Oxford English is a typical coursebook designed under thecombination of different syllabus, such as, topic, function, notion, situation, structure,integrated skill practice, activity-based teaching, task-based teaching and learning etc.Both editions cover almost the same syllabuses. In the teacher’s manual of both the two editions, it presents itself to follow the“topic-function-structure-task-based” syllabus. However, its deep structure haschanged: the organizing syllabus has changed from function to structure. In the 2002 edition, the organizing dimension is function syllabus, and in the 2012edition, the organizing dimension is structure syllabus. The first key difference is itseffect on the size of learning load. From the point of knowledge volume, thevocabulary and grammar items in 2012 edition are considerably reduced.

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Conclusion

This study is of significance in training practice. It is initiated from theresearcher’s professional work. Face to face, the research, working as a teacher trainerfor the coursebook publishing house, has to answer any question raised from theaudience. That situation, in a sense, is like a battle with no retreat. The researcher is aspokesman, but he can never use the called diplomatic language. So the researchertakes the responsibility to research all the rationales behind the coursebook designing.The “gold key” to interpret the cousebook is the sequence of multiple-dimensionalsyllabuses, which is the code of DNA. Since the change in order of gene makes a newperson, the change in the sequence of multiple-dimensional syllabuses makes a new,different coursebook.This thesis has two parts of literature review, chapter two and chapter three.Chapter two reflects the relation between multiple-dimensional syllabuses and coursedesign. It is a general tendency that course designers include different syllabuses intocourse designing, and manage them in an electric way (Cunningsworth,Dubin&Olshtain, Nunan, Hedge). Of which, conclusion given by Cunningsworthencourages the researcher to put up his challenge, that is, the two editions of OxfordEnglish coursebooks sees a vital change in the sequence of multiple-dimensionalsyllabuses, which naturally makes itself into another new coursebook, as its gene haschanged, even though the teachers manual claims to follow the same sequence ofsyllabuses.
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Reference (omitted)

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