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These days, English are more commonly used than it used to be all around the world which leads to huge quantity of English learners. Meanwhile, the studies about second language acquisition theories has developed since 1940s when Behaviourism strongly influence foreign language teaching. Nowadays, there are various choices of EFL textbooks are influenced by the new hypotheses and theories. For example, Krashen’s ‘Monitor Model’ are widely use both by teaching and learning. There are also cognitive/developmental theories like information processing are widely accept when teaching grammar point. Moreover, the application of current psychological theories provided new thoughts to english teaching. The rising of sociocultural theories lead to more discussion and group activities showed on language learning textbook nowadays. In this essay, two different textbook will be compared base on a same grammar point, and the influence showed by some theories mentioned previously. By comparing the differences, the reason why one is preferred will be present in conclusion. The grammar point this essay will focus on is adding emphasis. One book which selected this grammar point is New Headway Advanced Student’s Book. In this textbook, a pairing exercise is used at beginning and the second part of this exercise ask the learners to spot the differences where emphasis structure is used and discuss with other learners. The following listening exercise which encourages learners pay attention to the speaking stress and the tone of emphasis. Another written exercise with listening focus more on the form of emphasis but also some intonation of the sentences, then followed by a conversation practice. Rephrasing exercise follows to check if stud... ... middle of paper ... ...set in the beginning of first part, but with all the adverbial expressions are printed bold to stand out, which made the activity more simple compared to the other book. The input processing theory is also used here while the grammar rules are more specific and organised in another page with written exercise followed. Interestingly, there are also a creative written exercise request at the end of part one to make some production from learners. This shows Swain’s output hypothesis which is happened to use to against Krashen’s input hypothesis. Second part of this grammar point is introduced by a recall activity with listening and check, which also shows Lydia White’s (1991) thought about new structure in second language should be highlight to be noticed. The relative grammar resource pages is basically the same as part one, but not creative written activity followed.

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