Yeh, Tzu-fen

National Academy for Educational Research, Taiwan

Abstract: This study profiles grammar sequencing in Taiwan’s K–12 English textbook system using the CEFR-related English Grammar Profile (EGP) as an external descriptive reference. A corpus of 57 student textbooks (Grades 3–12) was compiled, and 244 grammar points (GPs) were identified and mapped onto 602 consolidated EGP descriptors (A1–B2). Descriptor-based indices were used to quantify coverage, cross-series variation, cross-stage recycling, complexity gain, and early or isolated introductions, analysed via chi-square tests, ANOVAs, and logistic mixed-effects models. Results show stage-aligned progression (primary A1; junior high A2–B1; senior high B1–B2), but only 244/602 descriptors (≈40%) appear, and 182/354 B1–B2 descriptors (≈51%) are absent as explicit grammar input. Cross-series differences within each stage are substantial. Although 42 GPs recur across stages, only 9 (≈21%) show clear complexity gain, and mixed-effects modelling indicates recycling is concentrated in intermediate bands (especially B1). A few A2 forms appear early and a few B2 forms appear late and in isolation, but omissions are more pervasive. The findings show how CEFR-linked descriptors can support systematic auditing of grammar strands and inform an EGP-based scope–level–recycling checklist for CEFR-oriented textbook design and review.

Keywords: corpus-based textbook analysis, grammar sequencing, spiral curriculum, CEFR-related English Grammar Profile

Note: This is a pre-proof version and is subject to change during the editing process.