英语写作教材评估框架建构及对三本英语专业写作教材评估的应用

论文摘要

本文在综述国内外有关外语教材评估理论和标准的基础上构建了英语专业写作教材评估方案,并以此方案对三本英语专业写作教材进行了评估与分析。虽然有很多研究关注外语写作和外语教材评估,但是近几十年来很少有研究关注英语专业写作教材。鉴于写作教材在英语专业教育中的重要意义,本研究试图探讨现有英语专业写作教材的特征,并从学习者的视角分析现有教材与现代外语教材的差异,探索学习者对英语写作教材的哪些特征比较关注。本文选取外语教学与研究出版社和上海外语教育出版社出版的三本使用最为广泛的英语专业写作教材为研究对象,分别是:《英语写作手册》、《写作教程3》和《高级英文写作教程》。293位英语专业学生参与了本次研究,他们分别完成了英语写作需求分析问卷和英语写作教材评估问卷,其中3位学生还参与了访谈。通过问卷得出的定量数据输入SPSS16.0进行了多角度分析,并与由访谈和教材内部评估得出的定性数据进行了三角互证。结果表明,本文提出的英语专业写作教材评估方案是有效的,因为它能够从多角度反映现有写作教材的特征,并能够有效地解决本研究的所有研究问题,同时也证实了Tomlinson,Sheldon和Cunningsworth等学者提出的教材评估标准需要精简评估问题、根据环境调整评估方案的观点。研究发现,三本写作教材中《写作教程3》最符合现代外语教材特征,但是学习者却对《英语写作手册》的使用更加满意。同时,这也不同于黄友嫦(2004)对《英语写作手册》的调查结果。本文对引起差异的原因从不同角度进行了分析。此外,本研究还发现学习者对英语写作教材的实用性、趣味性和难度、范文与任务设计三个方面最为关注。最后,本文建议未来英语写作教材的编写应首先满足学习者当前的需求,再关注其未来学习与工作中的需求,同时也建议英语写作教师选择使用教材时要特别考虑教材的难度和趣味性。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research orientation
• 1.2 Justification of the study
• 1.3 Overview of the study
• Chapter Two Literature Review
• 2.1 Foreign language writing
• 2.1.1 The nature of foreign language writing
• 2.1.2 The role of FLW in EFL teaching and learning
• 2.1.3 Characteristics of FLW for English majors in China
• 2.1.4 Studies on FLW at home and abroad
• 2.2 Writing textbooks
• 2.2.1 Definition of textbooks
• 2.2.2 The role of writing textbooks in EFL teaching and learning
• 2.2.3 Studies on writing textbooks at home and abroad
• 2.3 Writing textbook evaluation
• 2.3.1 Materials evaluation
• 2.3.2 Reasons for materials evaluation
• 2.3.3 Types of materials evaluation
• 2.3.4 Studies on materials evaluation at home and abroad
• 2.4 Construction of Writing Textbooks Evaluation Framework
• 2.4.1 Critique of four materials evaluation approaches at home and abroad
• 2.4.1.1 Breen and Candlin's Approach of Materials Evaluation
• 2.4.1.2 McDonough and Shaw's Approach of Materials Evaluation
• 2.4.1.3 Cunningsworth's Approach of Materials Evaluation
• 2.4.1.4 Cheng Xiaotang's Approach of Materials Evaluation
• 2.4.2 Construction of Writing Textbooks Evaluation Framework
• Chapter Three Research Methodology
• 3.1 Research questions
• 3.2 Research design
• 3.3 Participants
• 3.4 Instruments
• 3.4.1 Questionnaires
• 3.4.2 Three writing textbooks
• 3.4.3 Interviews
• 3.5 Data collection
• 3.6 Data analysis
• Chapter Four Results and Discussion
• 4.1 Results from the internal evaluation of the three writing textbooks
• 4.1.1 A macro-evaluation of the three writing textbooks
• 4.1.1.1 Syllabus
• 4.1.1.2 Compiling principles
• 4.1.1.3 Overall Design
• 4.1.1.4 Approaches of teaching writing
• 4.1.2 A micro-evaluation of the three writing textbooks
• 4.1.2.1 Topics
• 4.1.2.2 Tasks
• 4.1.2.3 Authenticity
• 4.1.2.4 Genre
• 4.2 Results from needs analysis questionnaires
• 4.2.1 Self-evaluation of language proficiency, foreign language writing proficiency and the reasons of learning English
• 4.2.2 Perceptions of foreign language writing
• 4.2.3 The approaches of learning foreign language writing
• 4.2.4 Writing materials in the learners' minds
• 4.3 Results from textbook evaluation questionnaires
• 4.3.1 The Reliability and Validity Analysis of the questionnaires
• 4.3.2 Satisfaction analysis
• 4.3.3 Factor Analysis
• 4.4 Summary of the findings and discussion
• Chapter Five Conclusion
• 5.1 Major findings of the present study
• 5.2 Implications of the study
• 5.3 Limitations of the study and suggestions for further study
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ