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两种英语教材NHCE和CETN写作部分的对比研究

作　者: 钱晓怡
导　师: 刘俊
学　校: 西南财经大学
专　业: 外国语言学及应用语言学
关键词: 教材评估需求分析非英语专业写作教材
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 22次
引　用: 0次
阅　读: 论文下载

内容摘要

本文首先介绍了教材评估在中国的现状,发展情况和背景。之后,本文在综述了国内外的相关的教材评估理论基础上,采取了比较权威的几位西方专家McDonough＆Shaw的教材评估理论和Hutchinson＆Waters的需求分析理论,并根据中国英语写作教学的特殊的实际情况,对教材评估理论和需求分析理论做出了相应的一些修改,最后构建了一个中国的非英语专业学生的英语教材的写作部分的评估。虽然近年来国内对于英语教材评估的研究越来越多,但是对于普通英语教材中的英语写作部分的研究却非常少,大多数的教材评估论文都是关于教材整体的评估和研究。学生们也只重视英语的听,说,读技能,而忽略了写作的技能。而英语写作不仅在中国的英语教学中占有一个不可忽视的地位,而且对于学生的英语学习和工作也是非常不可或缺的。因此,基于英语写作教学在中国的特殊情况,作者希望能从本研究中对中国英语写作教学做出一定的贡献。本研究致力于对两本不同英语教材的写作部分进行教材评估。而经过作者从知网上得出的数据可以看出,对于《新视野大学英语》的教材评估非常多；而对于《新通用大学英语》的教材评估却非常的少。通过作者自己的主观看法,《新通用大学英语》有很多闪光点值得进一步研究,所以,本文从学生和老师的需求出发,对两种不同系列的教材《新视野大学英语》和《新通用大学英语》进行对比性研究,希望得出两种教材的优缺点。本文以成都理工大学所使用的两种英语教材作为研究对象。466位非英语专业的学生和6位英语老师参与了本次研究。他们完成了本研究所设计的问卷调查和访谈。除了问卷调查,本文的研究工具还有个人访谈,观察等。所有的学生和老师都参与了问卷调查：而因为时间的限制,所有老师和一部分学生参与了个人访谈。最后,基于学生的问卷调查的百分比的分析,得出了两种不同系列教材的优缺点,并指出了两种不同教材应该保留和改进的地方。结果表明,两种不同系列的教材在设计和目标上都是相同的,都希望能提高学生英语的四种基本技能。但是两种教材在具体内容上面却有明显的差异。《新视野大学英语》在内容的组织编排上更符合学生们和老师们的期望和需求,但在内容的选择上却不尽人意,不太符合学生的期望；而《新通用大学英语》在内容的选择上更受到青睐,但在内容的编排和组织上需要有所改进。从整体的分数来看,《新通用大学英语》的优点更加明显,并且更加受到学生们的青睐；而《新视野大学英语》虽然也有很多优点,但是却不大受到学生的喜欢,而且在内容的选择和安排上也有待改进。最后,本文建议未来的教材编排者在内容的选择上应符合学生的需求,使他们更有动力学习英语；在内容的组织上更加细化各种技能,平均分配英语四种基本技能的练习和指导。本文同时建议老师们在教授两种不同系列教材时,能发挥教材的优点,而尽量弥补教材的不足,使学生们能最大程度的学到英语的基本技能。而本文也希望学校在选择英语教材时,同时应对学生和老师的需求进行评估,从而选择更适合学生和老师使用的教材。

全文目录

中文摘要  4-6
Abstract  6-15
Chapter Ⅰ Introduction  15-23
  1.1 Research Background  15-19
    1.1.1 Current Situation of College English Writing Teaching  16-17
    1.1.2 Current Situation of College English Writing in Universities  17-19
  1.2 The Purposes of the Study  19
  1.3 The Significance of the Study  19-21
  1.4 The Framework of the Thesis  21-23
Chapter Ⅱ Literature Review  23-39
  2.1 The Development of Textbook Evaluation in China  23-28
  2.2 The Development of Textbook Evaluation in Foreign Countries  28-36
    2.2.1 The Development Before 1990  28-31
    2.2.2 The Development After 1990  31-36
  2.3 The Situation of Textbook Evaluation in China  36-39
Chapter Ⅲ Theoretical Framework  39-48
  3.1 Jo McDonough&Christopher Shaw's Textbook Evaluation Criteria  39-43
    3.1.1 External Evaluation  40-41
    3.1.2 Internal Evaluation  41
    3.1.3 Overall Evaluation  41-43
      3.1.3.1 The Usability Factor  41-42
      3.1.3.2 The Generalizability Factor  42
      3.1.3.3 The Adaptability Factor  42
      3.1.3.4 The Flexibility Factor  42-43
    3.1.4 The Evaluation Criteria Applied in This Thesis  43
  3.2 Needs Analysis  43-46
    3.2.1 Definition of Needs  44
    3.2.2 Definition of Needs Analysis  44-45
    3.2.3 Hutchinson & Waters' Needs Analysis Theory  45-46
  3.3 Three Important Writing Approaches  46-48
    3.3.1 Process Writing Approach  46-47
    3.3.2 Genre Writing Approach  47
    3.3.3 Process-Genre Writing Approach  47-48
Chapter Ⅳ Research Methodology  48-56
  4.1 Goals of the Study  48
  4.2 Research Procedure  48-49
  4.3 The Reasons for Choosing Textbooks  49
  4.4 Research Subjects  49-50
  4.5 Research Instruments  50-56
    4.5.1 Questionnaires  50-52
      4.5.1.1 Questionnaires(Needs Analysis)  51-52
        4.5.1.1.1 Questionnaires for Teachers  52
        4.5.1.1.2 Questionnaires for Students  52
      4.5.1.2 Questionnaires(Textbook Evaluation)  52
    4.5.2 Interviews  52-54
      4.5.2.1 Interviews for Teachers  53
      4.5.2.2 Interviews for Students  53-54
    4.5.3 Observations  54-56
      4.5.3.1 Observations during the Interviews  54-55
      4.5.3.2 Observations during My Classes  55
      4.5.3.3 Observations in Other Teachers' Classes  55-56
Chapter Ⅴ Results and Discussion  56-97
  5.1 Findings from the Questionnaires  56-68
    5.1.1 Findings from the Questionnaires for Teachers  56-61
      5.1.1.1 Teachers' Teaching Beliefs  57-58
      5.1.1.2 Teachers' Opinions about the Current Textbooks  58-59
      5.1.1.3 Time Organization of Teaching English Writing  59
      5.1.1.4 Teachers' Ways of Adapting to the Students' Needs of English Writing  59-60
      5.1.1.5 Ways Preferred by Teachers to Evaluate Students' English Writing Level  60-61
      5.1.1.6 Teachers' Opinions about the Writing Topics in the Textbooks  61
    5.1.2 Findings from Questionnaires for Students  61-68
      5.1.2.1 Students' Opinions about the Current Textbooks  61-63
      5.1.2.2 Students' Current English Level  63
      5.1.2.3 Students' Needs of Learning English Writing  63-64
      5.1.2.4 Ways of Students' Preparing for the CET-4 and CET-6  64-65
      5.1.2.5 Students' Opinions about Their Teachers  65-66
      5.1.2.6 Frequency of Students' Learning English and Practicing English Writing  66-67
      5.1.2.7 Students' Opinions about English Learning  67-68
  5.2 Findings from Interviews  68-71
    5.2.1 Findings from Interviews for Teachers  68-70
    5.2.2 Findings from Interviews for Students  70-71
  5.3 Findings from Observations  71-72
  5.4 Findings from Textbook Evaluation  72-89
    5.4.1 The External Evaluation  72-77
      5.4.1.1 The intended Audience of the Textbook (Checkpoint One)  72
      5.4.1.2 Students' English Proficiency (Checkpoint Two)  72
      5.4.1.3 The Circumstances that the Textbooks Are Using (Checkpoint Three)  72-73
      5.4.1.4 The Role of the Textbooks (Checkpoint Four)  73
      5.4.1.5 The Availability of Teachers' Book (Checkpoint Five)  73-74
      5.4.1.6 The Vocabulary List in the Textbook (Checkpoint Six)  74-75
      5.4.1.7 Visual Presentation in the Textbooks (Checkpoint Seven)  75-76
      5.4.1.8 Summary of the Textbook External Evaluation  76-77
    5.4.2 The Internal Evaluation  77-87
      5.4.2.1 The Sequencing and Grading of the Textbooks (Checkpoint One)  77-78
      5.4.2.2 The Adaptability of the Textbooks among Different Students (Checkpoint Two)  78-79
      5.4.2.3 Teachers' and Students' Initiatives and Motivations toward the Textbooks (Checkpoint Three)  79-80
      5.4.2.4 The Teaching Aims and Principles of the Textbooks (Checkpoint Four)  80-81
      5.4.2.5 The Overall Design(Checkpoint Five)  81-82
      5.4.2.6 The Materials Selection and Arrangement(checkpoint Six)  82
      5.4.2.7 The Authenticity of Language in the Textbooks(Checkpoint Seven  82-84
      5.4.2.8 The Arrangement of the Textbooks(Checkpoint Eight)  84-86
        5.4.2.8.1 The Whole Arrangement  84-85
        5.4.2.8.2 The Arrangement of Exercises  85
        5.4.2.8.3 The Arrangement of Writing Sections  85-86
      5.4.2.9 Summarv of the Internal Evaluation  86-87
    5.4.3 The Overall Evaluation  87-89
      5.4.3.1 The Usability Factor(Checkpoint One)  87
      5.4.3.2 The Generalizability Factor(Checkpoint Two)  87-88
      5.4.3.3 The Adaptability Factor(Checkpoint Three)  88
      5.4.3.4 The Flexibility Factor(Checkpoint Four)  88-89
      5.4.3.5 Summary of Overall Evaluation  89
  5.5 Comparison of Writing Sections of NHCE and CETN  89-93
  5.6 Major Findings  93-97
    5.6.1 New Horizon College English  93-94
      5.6.1.1 Strengths in NHCE  93-94
      5.6.1.2 Weaknesses in NHCE  94
    5.6.2 College English Top Notch  94-96
      5.6.2.1 Strengths in CETN  94-95
      5.6.2.2 Weaknesses in CETN  95-96
    5.6.3 Comparison of the Writing Sections  96-97
Chapter Ⅵ Conclusion  97-103
  6.1 Summary of the Comparative Study  97-98
  6.2 Implications  98-99
    6.2.1 Needs Analysis  98-99
    6.2.2 An Evaluation Criteria of Textbook for Non-English Majors  99
  6.3 Limitations  99-101
    6.3.1 The Limitation of Research Subjects  99-100
    6.3.2 The Limitation of the Class Hours for English Writing  100
    6.3.3 Lacking of Following-up Research  100-101
    6.3.4 The Limitation of Data Analysis  101
  6.4 Suggestions for Further Research  101-103
Bibliography  103-106
中文部分  106-108
AppendixA 学生问卷调查  108-113
AppendixB 老师问卷调查  113-115
Appendix C Evaluation Checklist of NHCE and CETN  115-116
Acknowledgements  116-117
在读期间科研成果目录  117

两种英语教材NHCE和CETN写作部分的对比研究

内容摘要

全文目录

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