现行英美概况教材分析与评估

论文摘要

介绍英语国家文化的教科书在英语学习中有着重要作用。基于此,本文力图对两本广泛使用的英美概况教科书进行全面系统的评价。评价过程围绕两个问题:1)学生对现行教科书的满意度如何? 2)有什么改进措施可以提高概况教科书的使用效率?通过对大量文献的综述分析,作者发现“可学性”及“学习者自觉性”是英美概况教材最突出的两个特点,因此在教材评估中很有必要考虑。以往研究表明教材“可学性”及“学习者自觉性”主要体现在“真实”、“易学”两个方面。因此现有评估模式侧重对这两方面的分析。本文一方面从学习者需求分析的问卷调查出发,初步分析学习者的目标需求和学习需求,另一方面对两套英美概况教材进行内部分析和外部评估。内部分析侧重于对教材指导思想、框架、难度、语料输入、练习设计等方面的分析,外部评估建立在内部评估的基础上,调查教材使用者意见。427名受试参与本项实验。研究过程涉及简单数据收集、深度分析及访谈三个部分。结果显示,学习者对教材框架、话题、练习量都比较满意,但是对语言难度、练习真实性及单一教材呈现形式都不满意。其原因一方面是因为学习者希望概况课程能够提供可能多的信息(Seelye,1988),因此对教材详尽全面的知识点介绍比较满意。但另一方面这些过量信息又很难被消化,高密度生词出现率降低了课本的“可学性”,引起学习者学习困难。基于以上结论,本文提出三条建议:首先,英美概况教材编写应该面向不同学习者开发不同难度。其次,应该加强教材中真实性任务的编写,以此激发学习者学习自觉性。第三:教材应该真正体现“学习者为中心”的教学原则。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Culture, language and language learning in EFL
• 2.1.1 The relationship between culture, language, and language learning
• 2.1.2 Functional perspective on culture, language and language learning in EFL
• 2.1.3 Sociocultural perspective on language, culture and language learning in EFL
• 2.1.4 Target culture teaching in China
• 2.2 Textbooks in EFL
• 2.2.1 Definition of textbooks
• 2.2.2 Related theories about textbooks
• 2.2.3 Roles of textbook in the EFL context
• 2.3 Textbook evaluation
• 2.3.1 Definition of textbook evaluation
• 2.3.2 Criteria of textbook evaluation
• 2.3.3 Existing models in textbook evaluation
• 2.3.3.1 Existing models advanced by researchers abroad
• 2.3.3.2 Existing Models raised by researchers at home
• 2.4 Features of the course of socio-cultural introduction
• 2.4.1 Feature One: Learnability
• 2.4.2 Feature Two: Learner autonomy
• 2.5 A working evaluation model for the present study
• Chapter Three Research Design and Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaires
• 3.3.2 Interviews
• 3.4 Procedures
• 3.4.1 Data analysis
• 3.4.2 Text analysis
• 3.4.3 Follow-up interviews
• Chapter Four Results and Discussions
• 4.1 Results of Needs Analysis
• 4.1.1 Target needs of the candidates
• 4.1.2. Study needs of the candidates
• 4.2 Results of textbook evaluation
• 4.2.1 Results of internal evaluation
• 4.2.2 Results of external evaluation
• 4.3 Discussion
• 4.3.1 To what extent can the investigated textbooks satisfy their users?
• 4.3.2. What needs to be done to improve the effectiveness of such cultural teaching textbooks?
• Chapter Five Conclusion
• 5.1 Major findings and contributions of the study
• 5.2 Implications and limitations of the present study
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ