矿大外国语学院 考试课程答卷

年级类别：

学科专业：

学 号：

姓 名：

课程名称：

授课教师：

考试时间：

考试分数： 研究方法与论文写作

An Evaluation of PEP New Senior English for China

1. Research motivation

It is well-known that foreign language teaching materials play an important role in reforming foreign language teaching. A suitable textbook can guarantee to implement the teaching syllabus, complete the teaching contents and achieve the teaching goals. No teaching-learning situation is completed until it has its relevant textbook. With the development of foreign language teaching and the reform of curriculum on elementary education, more and more foreign language teaching textbooks have come into the market. Under such circumstance, it is very necessary to analyze and evaluate these various textbooks scientifically and appropriately in order to make reasonable decisions in selecting them.

The new Senior English for China (Revised SEFC), was successfully revised by the People’ Education Press and began to be used throughout the country from the autumn semester of 2003. And the whole set is completed in 2006. As for a textbook newly published and widely used, timely evaluation of SEFC is in need since it can provide some feedback that may be helpful for its revision and better implementation.

2. Research questions

The present study aims to evaluate and investigate SEFC2003 on the basis of the new curriculum. Three key questions are involved:

1) In what extent does SEFC2003 meet the new curriculum?

2) How well is SEFC2003 implemented in ELT?

3) How do teachers and students feel about the SEFC2003?

3. Research design

1) Research subjects

In order to learn the teachers and students’ attitude toward SFEC2003 and the problems that they may have when using it, a survey will be conducted among a total of 400 teachers and students from 8 schools in Nanyang urban areas. There are 100 teachers investigated both by the questionnaires and interviews and 300 students from the sampled schools chosen for students’ questionnaires.

2) Research instruments

In order to make the data more valid, the instruments in the survey consist of two aspects: questionnaires and interviews.

3) Data collection procedures

The procedures include choosing subjects, handing out questionnaires, making interviews, collecting data.

4. Predicted problems and suggested solution

(1) Predicted problems

1) The difficulty of the teaching level is higher than the teachers’ practical level.

2) The requirements for students’ language skills are higher than their average level.

3) The teaching aids can’t meet the teachers’ real needs.

4) Speaking didn’t give much help in improving the students’ language communicative abilities.

5) Tips are of little help for the students.

(2) Suggested solution

1) The teachers can deal with the tasks of SFEC2003 according to their own situation, mainly on the basis of the students’ language level.

2) Some easier topics associated with the speaking tasks can replace the complex ones in the textbooks.

3) Teachers can give the part of the Tips more scientific and usable guidance in order to make them helpful for the students.

5. A working plan

(1) Making the internal evaluation of SEFC2003: the analysis of SEFC2003

(2) Making the external evaluation of SEFC2003: the investigation study of some SFEC users

1) Designing the questionnaires on the basis of Grant’ checklist and the New Curriculum

2) Planning the open-ended questions of interviews about the teachers’ view on SEFC2003, their difficulties in using SFEC2003 and expectation.

3) Conducting a pilot study to test the reliability of the questionnaire and to test whether the items listed in the questionnaires are suitable or not

4) Distributing the questionnaires to the teachers and students

5) Conducting interviews with open-ended questions for teachers

6) Analyzing the data of the questionnaires and interviews to show the findings

6. The outline of the thesis

Chapter 1 Introduction

1.1 Background of the study

1.2 Purpose and significance of the study

Chapter 2 Literature Review

2.1 Textbook

2.1.1 The definition of textbook

2.1.2 The role of textbook

2.2 Textbook Evaluation

2.2.1 The definition of Textbook Evaluation

2.2.2 Purpose of Textbook Evaluation

2.2.3 Criteria of Textbook Evaluation

2.3.1 Research Abroad

2.3.2 Research at Home

2.3.3 Criteria used in this Thesis

Chapter 3 Internal Evaluation of SEFC2003

3.1 Teaching Aims and Principles

3.2 Teaching Approaches

3.3 Materials Selection and Arrangement

3.4 Components of the Textbook

3.4.1 Student’s Book and Workbook

3.4.2 Teacher’s Book

3.5 Overall Design

3.6 Authenticity of Language

Chapter 4 External Evaluation of SEFC2003

4.1 Methodology

4.1.1 Research Questions

4.1.2 Research Objects

4.1.3 Research Subjects

4.1.3.1 SEFC 2003

4.1.3.2 Senior English Teachers

4.1.3.3 Senior Students

4.1.4 Instruments

4.1.4.1 Questionnaires

4.1.4.2 Interviews

4.2 Data Analyses

4.2.1 Data Analyses of the TQ

4.2.2 Data Analyses of the SQ

4.2.3 Data Analysis of the Interviews

4.3 Summary

Chapter 5 Implications and Suggestions

5.1 SEFC 2003

5.1.1 Tasks

5.1.2 Contents

5.1.2.1 Listening

5.1.2.2 Speaking

5.1.2.3 Reading

5.1.2.4 Writing

5.1.2.5 Tips and Assessment

5.1.3 Materials and Textbook Selection

5.1.4 Materials Arrangement

5.2 Teachers

5.2.1 Teachers’ Professional Development

5.2.2 Flexible Management of SEFC 2003

5.2.3 Teachers’ Cooperation

5.2.4 Making Conclusions

5.3 Teaching Conditions

5.4 NMET

Chapter 6 Conclusion

7. A working references

[1] Cunningsworth, A. Choosing Your Coursebook [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.

[2] Cunningsworth, A. Evaluating and Selecting EFL Teaching Material [M]. London: Heinemann, 1990.

[3] Davis, P & Pearse, E. Success in English Teaching [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.

[4] Dubin, F. & Olshtain, E. Course Design [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.

[5] Fuquan Huang. Curriculum reform in contemporary China: seven goals and six strategies [J].Curriculum Studies, 2004(1):101-115.

[6] Grant, N. Making the Most of Your Textbook [M]. New York: Longman, 1987.

[7] Guangwei Hu. Recent Important Developments in Secondary English-language Teaching in the People’s Republic of China [J]. Language, Culture and Curriculum, 2002(1):30-49.

[8] Harmer, J. How to teacher English [M]. Beijing: Foreign Language Teaching and Research Press, 2000.

[9] Harmer, J. The Practice of English Language Teaching [M]. New York: Longman, 1991.

[10] Hutchinson, T. & Waters, A. English for Specific Purposes [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.

[11] Johnson, K. An Introduction to Foreign Language Learning and Teaching [M]. Beijing: Foreign Language Teaching and Research Press, 2002.

[12] McDonough, J. & Christopher, S. Materials and Methods in ELT: A Teacher’s Guide [M]. Beijing: Peking University Press, 2004.

[13] Ur, P. A Course in Language Teaching: Practice and Theory [M].Beijing Foreign Language Teaching and Research Press, 2000.

[14] 陈琳、王蔷、程晓堂(主编). 英语课程标准(实验)解读[M].南京:江苏教育出版社，2003.

[15] 程晓堂. 英语教材分析与设计[M].北京:外语教学与研究出版社，2003.

[16] 程晓堂. 对话：新英语教材使用过程中的若干问题（一）——兼评外研社“新标准” 初高中英语教材[J].基础教育课程,2006(10):33-35.

[17] 程晓堂. 对话：新英语教材使用过程中的若干问题（二）——兼评外研社“新标准” 初高中英语教材[J].基础教育课程,2006(11):34-37.

[18] 刘道义. 浅议英语教材的评价标准[J]. 课程教材改革,2004(12):14-17. 23-27.

[19] 刘道义. 英语新课程所引起的教材变革[J]. 课程教材改革,2003(8):17-19.

[20] 钱瑗. 介绍一份教材评估一览表[J]. 外语界, 1995(1):17-19.