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The ongoing reform of higher education, together with the steadily growing demand for professionally oriented foreign language competence among university graduates, has made it necessary to fundamentally rethink the way English language textbooks are designed and structured. For many years, textbook development in this field has followed relatively conservative patterns, often prioritizing grammatical accuracy and structural completeness over communicative relevance and professional applicability, and this has gradually created a widening gap between what textbooks offer and what students and instructors actually need in the classroom. This article examines the methodological foundations, guiding principles, and practical mechanisms that underlie the creation of new generation English textbooks intended for use in higher education institutions, with particular attention paid to how such textbooks might better reflect the realities of contemporary teaching and learning.
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