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1、硕士研究生学位论文 新疆大学 论文题目（中文 )： 全新版大学英语教材评估 论文题目（外文 ）： Coursebook Evaluation of CW/级 沙 说 研究生姓名：郭满峰 学科、专业：外国语言文学 研究方向：外国语言学及应用语言学 导师姓名职称：兰杰教授 论 文 答 辩日 期 2016 年 5 月 29 日 学位授予日期 年月 日 摘要 教育部在 2007 年印发了大学英语课程要求（试行），对词汇教学做出 新的要求，并强调了交际能力的培养，由此引发了修订大学英语教材的热潮，全 新版大学英语也被全面彻底地修订。近年，新疆大学几乎各个学院开始使用第 二版全新版大学英语。在新的课程要求
2、和使用现实下，对其第二版教材的评 估是有必要的。 英语教材评估起始于 20 世纪 80 年代，旨在评估教材的价值和使用效果。教 材评估研宄发展至今，已涌现出了诸多评估方法和评估清单。本研宄在回顾相关 的二语习得理论和国内外教材评估研宄的基础上，采用定性和定量相结合，初始 评估和使用中评估相结合的方法，立足于新疆大学，参照新的课程要求， 从课文 包含的词汇，话题，文化，以及课后所设置的任务这四个方面，评估第二版全 新版大学英语综合教程的学生用书 1-4 册的优缺点。在初始评估时，本研宄借 助 Cunningsworth 的评估清单评估本教材课文包含的生词，话题，文化；并且使 用 Littlejo
3、hn 的任务分析表评估课后所设置的任务。在使用中评估时，笔者对 新疆大学 20 个学院 600 个大二的非英语专业生进行了问卷调查，并且访谈了 10 位有丰富教学经验的老师，以此收集师生对本教材的使用意见。 在对比总结了初始评估和使用中评估后，本研宄得出本套教材的优 点如下： 首先，本套教材生词量充足，话题丰富有趣，囊括 Byram 划分的八类文化。其次， 本套教材的任务，侧重语言的意义，促使学生使用语言，鼓励学生间的互动与意 义协商。因此，从互动理论的角度，任务设计有利于交际能力的培养。再次，本 套教材的任务，有较大的学习价值。同时，本研宄得出本套教材的缺点如下：首 先，本套教材第 1、 2
4、、 4册，课文平均生词比例逾越了 5%的界限，不利于对学 生提供可理解输入。其次，本套教材的课文包含的文化过于美国化，较少涉及不 同文化间的对比。再次，本套教材的文章理解任务在激发学生兴趣方面有不足。 本研宄可以帮助教师对第二版的全新版大学英语有一个深入的理解，这 样在使用过程中就可以对某些内容针对性地进行调整或者补充。本研宄在丰富大 学英语教材评估的同时，可以帮助教材编写者了解目前我国大学英语教材的使用 情况，有利于其编写出更加符合要求和需要的大学英语教材。 关键词： 教材评估；生词；话题；文化；任务 Abstract The Ministry of Education issued Col
5、lege Egl-ishReq-uirements in 2007, which makes new demands on teaching vocabulary and highlights the cultivation of communicative competence. Revisions of college English coursebooks thereby began to boom and New College English made a first radical revision as well. In recent years, nearly all coll
6、eges of Xinjiang University have adopted the second edition of New College English. Under the new requirements and reality, its necessary to conduct an evaluation of the second edition of New College English. English coursebook evaluation begins in the 1980s as a study of measuring value and applica
7、tion effects of coursebooks. Many evaluation approaches and checklists have arisen in past studies. After reviewing previous studies both at home and abroad and related second language acquisition theories, the present study conducts a preliminary and in-use evaluation with qualitative and quantitat
8、ive approaches in Xinjiang University in order to identify strengths and weaknesses of integrated cousebook 1-4 (students book) of New College English (second edition) from the aspects of new vocabulary, topics, culture and tasks. In preliminary evaluation, Cunningsworths checklist was used to evalu
9、ate new vocabulary, topics and culture in passages of the coursebooks. And Littlejohns task analysis sheet was applied to analyzing tasks. During in-use evaluation, a questionnaire survey was conducted among 600 sophomores of none-English majors from 20 colleges of Xinjiang University and interviews
10、 among 10 experienced teachers to draw their opinions towards the use of the coursebooks. After a comparison and summary of preliminary and in-use evaluation, the strengths of the coursebooks are concluded as follows. First, the coursebooks have adequate new vocabulary, varied interesting topics and
11、 eight categories of culture proposed by Byram. Second, tasks of the coursebooks emphasize language meaning, promote language use, and encourage interaction and meaning negotiation; therefore, considered from the interaction hypothesis, the coursebooks are helpful in preparing students for being com
12、municatively competent. Third, much learning value is found in tasks. Also, the weaknesses of the coursebooks are concluded as follows. First, except book 3, in the other three volumes, the average proportion of new vocabulary in passages has exceeded the boundary of 5%, which is not helpful in prov
13、iding comprehensible input for students. Second, the culture included in passages puts too much emphasis on American culture. Besides, comparisons between different cultures are rarely found. Third, the task of text comprehension is inadequate to arouse students interest. The present study can help
14、teachers have a deep insight into the second edition of New College English so that they can make necessary adaptation when using it. Moreover, the present study enriches coursebook evaluation and deepens the understanding of the situation of current college English coursebooks use in China. Therefo
15、re, the present study is helpful in making the compilation of college English coursebooks more accord with requirements and learners need. Key words: coursebook evaluation; new vocabulary; topics; culture; tasks Contents 摘要 . I Abstract . III List of Tables . VII List of Abbreviations . VIII Chapter
16、 One Introduction . 1 1.1 Background of the present study . 1 1.2 Purposes and significance of the present study . 3 1.3 Organization of the present study . 5 Chapter Two Literature Review . 6 2.1 Coursebook evaluation . 6 2.1.1 Definitions of relevant key concepts . 6 2.1.2 Reasons for coursebook e
17、valuation . 9 2.1.3 Approaches and types of coursebook evaluation . 10 2.2 Second language acquisition theories underlying coursebook evaluation . 12 2.2.1 Input hypothesis and affective filter . 12 2.2.2 Interaction hypothesis . 13 2.3 Previous studies on coursebook evaluation . 14 2.3.1 Previous s
18、tudies on coursebook evaluation abroad . 15 2.3.1.1 Previous studies in the1980s . 15 2.3.1.2 Previous studies in the 1990s . 17 2.3.1.3 Previous studies in the 2000s till now . 19 2.3.1.4 A summary . 21 2.3.2 Previous studies on coursebook evaluationat home . 21 2.3.2.1 Previous studies in the 1990
19、s . 21 2.3.2.2 Previous studies in the2000s tillnow . 23 2.3.2.3 A summary . 27 2.4 An evaluation model for the present study . 27 Chapter Three Research Methodology . 29 3.1 Research questions . 29 3.2 Participants . 29 3.3 Instruments . 30 3.3.1 Cunningsworths checklist . 30 3.3.2 AntConc . 31 3.3
20、.3 Byrams list of cultural categorization . 31 3.3.4 Littlejohns task analysis sheet . 32 3.3.5 Questionnaires . 34 3.3.6 Interviews . 35 3.4 Procedures for data collection and analysis . 36 3.4.1 Procedures for preliminary evaluation . 36 3.4.2 Procedures for in-use evaluation . 37 3.5 A summary .
21、38 Chapter Four Results and Discussions . 39 4.1 Preliminary evaluation . 39 4.1.1 Preliminary evaluation using the checklist . 39 4.1.1.1 Vocabulary . 40 4.1.1.2 Topics . 42 4.1.1.3 Culture . 44 4.1.1.4 A summary . 45 4.1.2 Preliminary evaluation using the task analysis sheet . 46 4.1.2.1 The analy
22、sis of demands that tasks have on learners. 46 4.1.2.1.1 Turn-take . 46 4.1.2.1.2 Focus . 47 4.1.2.1.3 Mental operation . 48 4.1.2.2 The analysis of the interaction in tasks . 50 4.1.2.3 The analysis of the content of tasks . 52 4.1.2.4 A summary . 53 4.2 In-use Evaluation . 53 4.2.1 Students views
23、on new vocabulary, topics and culture . 53 4.2.1.1 A summary . 55 4.2.2 Students views on tasks . 56 4.2.2.1 Students5 views on methods of implementing tasks . 56 4.2.2.2 Students views on learning value of tasks . 58 4.2.2.3 Comparisons of interest and usefulness of tasks . 60 4.2.2.4 Gathered free
24、 responses from students . 63 4.2.2.5 A summary . 64 4.2.3 Analysis of interviews with teachers . 64 4.2.3.1 A summary . 69 Chapter Five Conclusion . 70 5.1 Major findings . 70 5.1.1 Strengths . 70 5.1.2 Weaknesses . 72 5.2 Implications of the present study . 73 5.3 Limitations of the present study
25、. 73 5.4 Suggestions for future studies . 74 References . 75 Appendix I Task analysis sheet . 80 Appendix II Questionnaire . 81 攻读硕士学位期间发表的学术论文 . 85 Acknowledgements . 86 学位论文独创性声明 . 87 学位论文知识产权权属声明 . 87 List of Tables Table 1 The quantity and average proportion of new vocabulary in passages .40 Tab
26、le 2 Word list by recurrence frequency . 41 Table 3 Topics of passages . 43 Table 4 Culture included in passages . 44 Table 5 Turn-take of tasks . 46 Table 6 Focus of tasks . 48 Table 7 Mental operation of tasks . 49 Table 8 Interaction in tasks . 51 Table 9 Content of tasks . 52 Table 10 Students v
27、iew on vocabulary， topics and culture . 54 Table 11 Methods of implementing tasks . 56 Table 12 Learning value of tasks . 58 Table 13 Test of Homogeneity of variances . 60 Table 14 One-Way ANOVA of tasks . 61 Table 15 Descriptive statistical analysis of tasks . 62 List of Abbreviations ELT English L
28、earning and Teaching CECR College English Curriculum Requirements NCE New College English L2 Second Language SLA Second Language Acquisition Chapter One Introduction 1.1 Background of the present study Driven by the force of globalization and Chinas efforts of opening herself up to the rest of the world, in China, English has risen as a predominant foreign language and English learning and teaching (ELT) has made great developments in past decades. Coursebooks often play an