基于语料库对《大学体验英语综合教程》教材分析与评估

论文摘要

教材是英语教学的重要依据,随着我国英语教育不断受到重视和发展,涌现出大量的英语教材,特别是高校的英语教材种类繁多,质量参差不齐。《大学体验英语》是高等教育出版社在2002年出版的一套全新的教材,自出版以来在各大高校得到广泛的使用。教材评估是一项综合性课题,涉及到教材编写的多个方面,是教学目标的制定及教师和学生需求等多个考察目标的标准设定和测评。过去,教材评估多以定性评估为主,随着计算机技术的发展和普及,一些学者和教育工作者建立起各种测试词汇、句长、及文章阅读难度等的数据库和软件,把定量评估引入教材评估中。现在,以定性评估和定量评估相结合成为教材评估新的发展趋势。本文试对《大学体验英语综合教程》进行评估,将定性评估和定量评估相结合,以定量评估为主,揭示这套教材是否满足高等英语教学的基本要求、与高中英语的衔接情况及其实用性和难度的渐进性。本文主要使用Range这一词汇测试软件,检测《大学体验英语》这套教材课文词汇是否出自于英语的基础常用词汇;使用Range的基本程序,根据高中英语教学大纲和大学英语教学大纲自制了高中英语词汇表和大学英语四级词汇表,就该套教材对于高中英语词汇和大学英语四级词汇的覆盖率进行测试,以确定与高中英语的衔接情况和完成大学教学目标的实用性;使用Range中的Frequency程序测试该教材生词表所提供的新词汇的复现率。统计每篇课文及每本书的新词分布是否均衡;统计每篇课文的句长,以确定每篇课文及每册书之间的阅读难度的渐进性。对学生进行课文阅读的调查问卷,复核前面定量研究的结果。本文的研究结果表明《大学体验英语综合教程》这套教材从词汇层面来看其基础性、实用性、对高中词汇和大学词汇覆盖都较为理想;但是每册书之间词汇难度差距较小,相对于高中的大学课本新增词汇在生词表中有相当数量没有体现,新词复现率较低,一些篇章新词分布不均衡,阅读难度差异较大,每册书之间难度分布不均衡,是该教材的不足之处。因此,笔者在本文最后就教材的修订提出了自己的一些建议。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research background
• 1.2 Aim of the study
• 1.3 Significance of the study
• 1.4 Organization of the thesis
• Chapter 2 Literature Review
• 2.1 The brief introduction of some foreign teaching material evaluation systems
• 2.1.1 The teaching material evaluation system of Cunningsworth
• 2.1.2 The evaluation model from McDohough and Shaw
• 2.1.3 The teaching assessment guidelines from Breen and Candlin
• 2.1.4 Some insights for the evaluation of English teaching material in China
• 2.2 The current situation of teaching material evaluation in China
• 2.2.1 The methods of teaching evaluation in China
• 2.2.2 The contents of teaching evaluation in China
• 2.2.3 The present research situation of teaching material evaluation in China
• 2.3 The brief introduction of the history of corpus
• 2.3.1 The foundation of corpus
• 2.3.2 The renaissance of corpus
• 2.3.3 The development of corpus
• 2.4 The application of corpus
• 2.4.1 The application of corpus abroad
• 2.4.2 The application of corpus in China
• 2.4.3 The theoretical support of the application of corpus in the teaching material appraisal
• Chapter 3 Research Design and Methodology
• 3.1 Define the specific research standard
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Range
• 3.3.2 Questionnaires
• 3.4 Procedures
• Chapter 4 Results
• 4.1 The results from the test of the texts by corpus Range
• 4.2 The results from the test of the high school vocabulary by corpus Range
• 4.3 The comparison between the glossaries of high school and Experiencing English
• 4.4 The results from the test of the CET 4 glossary by corpus Range
• 4.5 The comparison between the glossary of CET 4 and Experiencing English
• 4.6 The results of the statistics about the new words and the sentence length in every passage
• 4.6.1 New words of every passage
• 4.6.2 The sentence length of every passage
• 4.7 The repetition rate of the new words in Experiencing English
• 4.8 The results of the statistics about questionnaires
• Chapter 5 Analysis of the Results
• 5.1 The analysis of the results from the test of the texts by corpus Range
• 5.2 The analysis of the results from the test of the high school vocabulary by corpus Range
• 5.3 The analysis of the comparison between the glossary of high school and Experiencing English
• 5.4 The analysis of the results from the test of the CET 4 glossary by corpus Range
• 5.5 The analysis of the comparison between the glossary of CET 4 and Experiencing English
• 5.6 The analysis of the results of the statistics about the new words and the sentence 1ength in every passage
• 5.6.1 The analysis of the new words of every passage
• 5.6.2 The analysis of the sentence length of every passage
• 5.7 The analysis of repetition rate of the new words in Experiencing English
• 5.8 The analysis of the results of the statistics about questionnaires
• Chapter 6 Conclusions and Suggestions
• 6.1 Conclusions
• 6.1.1 Advantages
• 6.1.2 Disadvantages
• 6.1.3 Conclusions
• 6.2 Suggestions
• References
• Appendix I
• Acknowledgements
• 个人简历
• 发表的学术论文