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1、 A Comparative Study on College English Listening and Speaking Coursebooks in the Perspective of Communicative Method A case study of New Horizon College English and Soundwaves Written by: Jiang Quankang Supervisor: Wu Cheng A Thesis Submitted to Foreign Languages College Shanghai Normal University
2、In Partial Fulfillment of the Requirements for The Degree of Master of Education March 2012 曰期 :/上 W 论文独创性声明 本论文是我个人在导师指导下进行的研究工作及取得的研究 成果。论文中除了特别加以标注和致谢的地方外，不包含其他人 或机构己经发表或撰写过的研究成果。其他同志对本研究的启发 和所做的贡献均己在论文中做了明确的声明并表示了谢意。 作者签名 : 论文使用授权声明 本人完全了解上海师范大学有关保留、使用学位论文的规定， 即：学校有权保留送交论文的复印件，允许论文被查阅和借阅； 学校可以公布
3、论文的全部或部分内容，可以采用影印、缩印或其 它手段保存论文。保密的论文在解密后遵守此规定。 作 者 签 名 練 导师签名： Acknowledgements This thesis could not have been possible without the help, encouragement guidance and support from many people, who may well not recognize their own contribution, but to whom I am always grateful. I would like to express
4、 my sincere gratitude to each of them. There arc several people I wish to acknowledge. First of all, I sincerely thank my supervisor Professor Wu Cheng, who spared no efforts to proofread the whole manuscript, provided insightful instructions and invaluable suggestions patiently throughout this stud
5、y. Without his enlightening advice, careful revision and timely help, I would not have been able to make the thesis a reality. I also want to thank Professor Cai Longquan, Qiu Zhengquan, Li Zhaoguo, Bu Youhong, Cheng Xinghua, Ye Huanian, and other distinguished Professors, who gave me such wonderful
6、 lessons during my three years in Shanghai Normal University and were so helpful to me. My thanks also go to my family members, my beloved parents for their support and encouragement all through these years. Their selfless care and love have always been my source of strength and energy. Abbreviation
7、s List of Tables Table 3.2 Teaching Approaches and Corresponding Coursebooks 31 Table 4.2.1 Comparison between Teaching Methods and Syllabi 42 Table 5.1.2 Themes of Two Sets of Coursebooks 50 Table 5.1.4.3.1 Length of Sentences and Words 54 Table 5.1.4.3.2 Frequency of Words 55 Table 5.1.4.3.3 Word
8、List 55 Table 5.2.1.4 Practice Forms of Two Sets of Coursebooks 60-61 Table 5.3.1 Exercises Comparison 70 论文题目：交际英语教学视角下的大学英语听说教材比较研宄一以新视野大学英语和新视线 国际英语听说教程为例 学科专业：课程与教学论 学位申请人：江全康 指导教师：武成 中文摘要 教材在大学英语教学中起着不可估量的作用，诸如稳定教学秩序、保证教学 质量、创新教学内容、主导教学方向等。然而，面对种类纷繁复杂，内容良莠不 齐的大学英语听说教材，运用何种科学地方法评价教材的优劣就成为一个迫切的 问
9、题。 现下，大部分英语教师对听说教材的使用仅仅停留于教 “ 教材 ” 而不是用教 材进行教学，无法实现以教材所覆盖的知识与技能作为教学的最终目标。而教师 的行动研宄需要教师掌握对英语课程的分析与评价，教师应学会主动地、创造性 地、开发使用教材，使教材为教学服务，而不是教学为教材服务。 NHCE; New Horizon College English (Hslening and speaking) CECR: College English Curriculum Requirements cur： Communicative Language Teaching ELT: English Lan
10、guage Teaching 为了能使师生合理地、有效地使用听说教材，并对教材进行合理的开发，本 文以最新的交际教学理念为基础，对新视野大学英语和新视线国际英语听说教程 进行深度比较，并对交际教学法在中国的使用提出了相关的建议。 本文分为六个部分。第一部分论述了研究目的以及文章的整体结构。第二部 分是关于国内外对于教材研宄的文献综述。第 三部分探索了大学英语教学、交际 教学法的应用以及如何判断教材是否符合课程标准的要求。第四部分从宏观的角 度对两套教材的指导思想、大纲设计以及教学目的、教学标准进行了比较。第五 部分从微观的角度对两套教材的语篇分析、语言的技能、课后练习以及教师用书 进行了比较。
11、这部分运用了语料库对于两套教材进行了话语分析。第六部分总结 了整篇文章同时对教师提出了一些教学建议。 本文对于这两套听说教材比较所得到的信息对于教材的使用者来说是非常 有用。它为大学英语教师如何更有效地对听说教材开发利用，如何在课程目标中 体现交际教学 法提供了方向。并由此衍伸对教材的优劣也进行了分析并提出了相 关建议，希望本文能对听说教材的开发利用起到一定借鉴作用，使教材在教学过 程中能满足不同学生的需求。 关键词：比较研宄 ;交际教学理念；新视野大学英语；新视线国际英语听 说教程Abstract Coursebooks play an important part in stabilizi
12、ng teaching order, ensuring quality of teaching, innovating teaching contents, aswell as directing teaching reform in college English teaching. Yet, faced with a wide range of college English listening and speaking coursebooks, how to evaluate their advantages and disadvantages with a scientific met
13、hod hasbecome an urgent issue. Currently, most teachersonly use coursebooks to teach, regarding coursebooks as one of their final teaching objectives, but it is gradually significant for teachers to know how to analyze and evaluate the curriculum and know how to redevelop and wisely use coursbooks.
14、Hence, based on the latest Communicative Language Teaching theories (CLT), this thesis is going to make an in-depth comparative study on listening and speaking coursebooks between New Horizon College English (NHCE) and Soundwaves in order to offer advice for students and teachers to make reasonable
15、and effective use of and redevelop the materials in the coursebooks, and also to venture some suggestionsin light of Communicative Language Teaching in China. The thesis is composed of six chapters. Chapter One gives a rationale of the research and providesan overall structure of the paper. Chapter
16、Two is devoted to an in-depth review of relevant researches on coursebooks home and abroad. Chapter Three exploresthe use of Communicative Teaching Method and whetherthe coursebooks meet curriculum requirements. Chapter Four is a case study with reference to a macro-comparison in view of guiding ide
17、ology, key principles of syllabus design and the teaching purposesand requirements. Chapter Rve is a further case study with reference to the micro-comparison with a view to text analysis, language skills, exercises and teachers books, fhischapter makes use of corpus techniques to analyze the discou
18、rse of two sets of coursebooks. Chapter Sx gives some pedagogical implicationsand suggestionsforteachersand concludesthe thesis. Advantages and disadvantages of the two listening and speaking coursebooks are discussed and suggestions are put forward with the hope that this thesis will be a reference
19、 point in exploiting coursebooks to meet varying student needs, on the one hand, on the other hand, that the comparison will help current users of the two coursebooks adapt them more effectively and the CLT Method could provide a useful guidance for c ollege English teachers to embody the require me
20、rits of the curriculum. Key words: comparative study; communicative language teaching; New Horizon; Soundwaves Contents Acknowledgements . I Abstract . II 摘要 . IV Abbreviations . V List of Tables . VI Chapter 1 Introduction . 1 1.1 Background of the Study . 1 1.2 Rationale of the Study . 4 1.3 The A
21、im of the Thesis . 5 1.4 Overall Structure of the Thesis . 6 Chapter 2 A Review of Coursebooks Studies in ELT . 7 2.1 The Coursebook . 7 2.1.1 Definition of Coursebooks. 7 2.1.2 Characteristics of Coursebooks . 8 2.1.3 Reasons for using Coursebooks . 9 2.1.4 The role of Coursebooks . 9 2.1.5 Selecti
22、on of Coursebooks . 12 2.1.6 The Value of Coursebooks . 12 2.2 Evaluation of Coursebooks . 13 2.2.1 Definition of Coursebook Evaluation . 13 2.2.2 Coursebooks and Coursebook Evaluation . 13 2.2.3 Characteristics of a Good Coursebook . 14 2.2.4 Purposes of Coursebook Evaluation. 15 2.2.5 Principles o
23、n Evaluating Coursebooks . 16 2.2.6 Criteria of Coursebook Evaluation . 17 2.2.7 Types of Coursebook Evaluation . 20 Chapter 3 Communicative Language Teaching Method and College English Curriculum . 23 3.1 Communicative Language Teaching Method . 23 3.1.1 Traditional English Teaching Methods. 23 3.1
24、.2 Communicative Competence . 25 3.1.3 Definition of Communicative Language Teaching Method . 26 3.1.4 Characteristics of Communicative Language Teaching Method . 28 3.1.5 Communicative Language Teaching Method in China . 29 3.2 Coursebooks and Teaching Methods . 30 3.3 College English Curriculum .
25、32 Chapter 4 A Macro-comparative Study of Imported Coursebooks and Home-compiled College English Coursebooks. 34 4.1 Different Guiding Ideologies of Coursebooks Compilation . 34 4.1.1 Guiding Ideology . 34 4.1.2 Guiding Ideology of NHCE . 35 4.1.3 Guiding Ideology of Soundwaves . 37 4.1.4 Similariti
26、es and Differences of the Two Guiding Ideologies . 39 4.2 The Different Key Principles of Syllabi of coursebooks . 40 4.2.1 The Syllabus . 40 4.2.2 Key Principles of Syllabus of NHCE . 43 4.2.3 Key Principles of Syllabus of Soundwaves . 44 4.2.4 Impact of Syllabus Differences on Teaching . 45 4.3 Di
27、fferent Compiling Level of NHCE and Soundwaves . 46 Chapter 5 A Micro-comparative Study of Coursebooks . 47 5.1 Text analysis between NHCE and Soundwaves . 47 5.1.1 Genre . 47 5.1.2 Themes . 49 5.1.3 Corpora Analysis . 52 5.2 Comparison of Language Skills between NHCE and Soundwaves . 56 5.2.1 Liste
28、ning . 56 5.2.2 Speaking . 61 5.2.3 Relationship between Listening and Speaking . 65 5.2.4 CLT in Listening and Speaking Teaching . 67 5.3 The Comparison of Exercises between NHCE and Soundwaves . 69 5.3.1 The Design of Exercises . 69 5.3.2 The Arrangements of Exercises . 70 5.3.3 Features of Exerci
29、ses . 72 5.4 The Comparison of Teachers Books between NHCE and Soundwaves . 72 5.4.1 Role of Teachers Book . 72 5.4.2 Content of Teachers Book . 73 5.4.3 The Guidance of Teaching Methods . 74 5.4.4 Typesetting . 75 Chapter 6 Discussion and Conclusion . 77 6.1 Major Findings . 77 6.2 Implications of
30、the Study . 79 6.3 Limitations and Further Research . 81 B bl i ogr aphy . 83 Chapter 1 Introduction 1.1 Background of the Study All over China, college English has become an essential part of higher education and a compulsory basic course for undergraduate students after the reform and opening up policy. Coursebooks can be seen as a window through which students come to know their chosen second language step by step and the wider context this la