大学英语教材评估

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ABSTRACT

The abundance of published material for English language teaching (ELT)

available on the market makes selecting the right textbook a challenging task. We

need to be able to make informed and appropriate choices when selecting textbooks

and supporting materials. An ever-increasing number of books are being published

across more and more areas of ELT. The author hopes that the present paper will meet

the needs encountered by all kinds of readers like teachers, course directors, students,

trainers and trainees for up-to-date information on this important subject, which is

both accessible and practical.

The paper is concentrated on material evaluation; taking College English (the

revised edition) edited by Professor Dong Yafeng as general editor in chief and

published by Shanghai Foreign Language Education Press as an example. The whole

paper is divided into four chapters. Chapter one deals with the objectives and aims of

material evaluation. Chapter two describes the defining criteria for material evaluation.

Chapter three is about the subjective and objective analysis of material evaluation,

which is the main part of this thesis. Chapter four is about the types and methodology

for material evaluation.

Probably nothing influences the content and nature of teaching and learning

more than the books and other teaching materials used. So it is of great importance

that the best and most appropriate materials available should be adopted. Material

evaluation concerns with no absolute good or bad—but only degrees of fitness for the

desired purpose. Selecting teaching materials is often not an easy task, but the author

hopes that this paper will help to make it a little easier, and will help to ensure that the

choices made are the best possible ones.

Key Words: Evaluation, Defining Criteria, Methodology, Subjective

and Objective Analysis

摘要

现在在市场上可以购买到的有关英语教学方面的书籍多种多样，并且还在

以日益增长的数量出版着，这就使得读者难以选择一本合适的教科书。当我们选

择教材时必须获得足够的信息以及辅助材料才能做出正确的选择。在人们选择教

材及辅助教材的时候容易感到茫然不知所措、无从选择，希望这篇论文能够满足

读者，包括英语教师、英语学习者、课程设计人员、英语培训人员以及受训人员

的需求，为他们提供关于选择教材方面最新的和实际的信息。

本文以董亚芬教授为总主编的并由上海外语教育出版社出版的《大学英

语》修订版系列教材为例，重点讨论教材评估。全文分成四大章节。第一章回答

了为什么要对教材进行评估以及教材评估的目的和意义；第二章界定了教材评估

的具体理论标准；第三章是全文的重点章节，根据第二章中提到的评估标准对该

套教材进行具体评估，分别对其进行主客观分析，得出有关结论并指出教材存在

的不足之处；第四章讨论教材评估的类型及方法。

没有什么比教材本身对教学活动的内容及本质影响更深的了，因此选择一

套最好的并且最合适的教材就显得尤为重要。对教材的评估结果并不是绝对的，

而是评估其对于既定目标的符合程度。选择教材不是一件轻而易举的事，但是作

者希望本文能对此有所帮助，使得教材选择更为容易及有章可循。

作者虽然教过大学英语，但教学经验不足，因此本文难免有不妥之处。

关键词：评估，标准界定，教学法，主客观分析

Contents

Acknowledgements

Abstract

摘要

Introduction ....................................................................................................................1

Chapter One the Objectives and Significance of Material Evaluation .......................... 5

§1.1 the role of textbooks ....................................................................................... 5

§1.2 Why and how teachers use textbooks ............................................................. 6

§1.3 Purpose of material evaluation ....................................................................... 7

§1.4 the basis for material evaluation ..................................................................... 8

§1.5 Materials syllabus ......................................................................................... 10

Chapter Two The Defining Criteria for Material Evaluation .......................................10

§2.1 Specifying aims and analyzing the learning/teaching situation ....................12

§2.2 How to evaluate materials? ...........................................................................12

§2.3 Evaluation Process ........................................................................................14

§2.4 the defining criteria for material evaluation ................................................. 17

§2.5 General information about course design ..................................................... 18

§2.6 Approaches to course design ........................................................................ 19

Chapter Three Subjective and Objective Analysis for Evaluation of Textbook .......... 21

§3.1 a checklist for evaluating materials .............................................................. 22

§3.2 Matching—how far does the material match your needs? ........................... 23

§3.3 the checklist for subjective analysis for evaluation of College English ....... 24

§3.4 the checklist for objective analysis for evaluation of College English .........28

§3.5 the overall evaluation of College English .....................................................35

Chapter Four Types and Methodology of Material Evaluation ...................................41

§4.1 Types of material evaluation .........................................................................41

§4.2 Methodology of material evaluation .............................................................43

§4.3 Creation of checklist ..................................................................................... 46

§4.4 Selecting the best available textbooks .......................................................... 47

Conclusion ................................................................................................................... 49

Bibliography ................................................................................................................ 51

在读期间公开发表的论文 ......................................................................................... 53

Introduction

In this thesis, the author uses the term textbook for a coherent body of teaching

materials which may consist of either just the coursebook, but also of a learning

package consisting of several parts.

The textbook plays an important role in teaching and learning because it dictates to

a considerable degree the content and form of classroom teaching. A textbook is usually

structured in such a way that it reflects the available insights, ideas, experience, and

research data. At present, the number of textbooks, which are mostly very diverse in

content, form and in methodological and didactic approach, have increased dramatically.

And textbooks have become more comprehensive in the sense that such components as

texts, language points, supplementary materials, exercises, vocabulary study, tests, and

hints for teachers and students receive considerable attention. Textbook selection,

description and evaluation have gradually gained in importance over the last several

decades, both from a practical teaching point of view, and from a theoretical research

point of view.

Choosing a course textbook is a discouraging, sometimes overwhelming prospect

for both program administrators and teachers. Nevertheless, it is a prospect that must be

respected for it has significant impact on students’ ability to achieve their language

learning objectives. It also affects both the process of how they learn and the outcomes.

Many educators and applied linguists regard the selection of a textbook as an

executive educational decision for there is considerable professional, financial and even

political investment. This is a pressure brought to bear on administrators, sponsors, and

teachers. And such a pressure is compounded by the complete volume of English as a

Foreign Language (EFL) or English as a Second Language (ESL) text that are published

every year in China, as well as in western countries. This pressure forces

decision-makers to sort through a seemingly endless assortment of choices, attempting

to find those that best match their program or students.

However, most EFL or ESL teachers have not been adequately trained in this

selection process and many of them may be unaware of how to evaluate and judge

which texts best suit their situation. When conducting a program, individuals at all

levels, from policy makers, administrators to teachers and students, rely heavily on

The Evaluation of Teaching Materials for College English

textbooks to achieve prescribed goals and objectives. Consequently, it is vital that all

involved consider the importance of their decisions and strive to effectively match

textbooks with the identified needs of students. And the author thinks that the role that a

textbook plays in EFL or ESL teaching and the availability of suitable teaching

materials are very important, although adequately trained EFL or ESL teachers are also

vital.

We know that individual teachers have little influence on educational policy,

course or program objectives, duration of the course, and curriculum, but textbook, as a

focal point for teachers and learners, forms within the framework of the didactic cycle a

component with respect to which teachers and learners can make their own decisions.

However, although textbooks are a main part in most every ESL class, in their

daily activities in the classroom, there has been surprisingly little investigation done as

to how and why materials are selected by EFL or ESL teachers. The reason for this may

lie in the fact that experts who advise on the use of textbooks may seem out of step with

current language teaching methodology. In addition, to develop their own classroom

materials is a very difficult task for most teachers. And most EFL or ESL teachers are

not in a position to collect and edit in a form which is suitable for teaching the necessary

materials in order to construct their own textbooks. And teachers frequently have

neither the time, nor the administrative support, to collect and adapt all the necessary

materials for their classes. This means that ESL teachers will have to rely largely on

commercially published textbooks or other materials not collected and compiled by

themselves.

Therefore, it is disappointing that researchers on teaching material have not

provided more guidance to enable teachers and administrators to make wiser decisions.

The abundance of published material for English language teaching (ELT) available on

the market makes selecting the right textbook a challenging task. We need to be able to

make informed and appropriate choices when selecting textbooks and supporting

materials. An ever-increasing number of books are being published across more and

more areas of ELT. Readers are easy to become thoroughly confused and overwhelmed.

Faced with the rich variety of textbooks available, how do teachers make their

choices? Should teachers be best advised to go for the ones that are strongly made and

looked as though they will survive several years of fairly rough classroom use? Is it

advisable to select among the cheapest and leave more money in the budget for buying

Introduction

equipment such as cassette players? There are just a few of the factors that need to be

taken into account and they are not necessarily the most important. As for

decision-making, the key lies in asking the right questions first and then evaluating the

answers which result from this process. Probably nothing influences the content and

nature of teaching and learning more than the textbooks and other teaching materials

used. So it is of great importance that the best and most appropriate materials available

should be adopted.

Applied linguists tell us that generally there are two stages in the selection of

textbooks:

1）Global selection: Global selection is the first selection of textbooks, and the

first selection contains sufficient superficial appeal. Teachers can obtain

information needed to make such a selection from textbook reviews,

textbook users’ judgements and comments, authors’ opinion, publishers’

information, and EFL or ESL teachers’ own global analysis of the textbook

used.

2）After-global selection: This refers to the analysis of the textbooks remaining

after first selection. For this purpose “checklists, comparative textbook

description, detailed comments from users, and where available, reports on

empirical research into the effects of the textbooks in question can be very

useful.” (Theo van Els, Theo Bongaerts, Guus Extra, Charles van Os and

Anne-Mieke Janssen-van Dieten, 1984)

Checklists may contain the following components:

Objectives and methodology；

Structure of the textbook；

Organization of classroom teaching；

Didactic conception；

Exercises；

Texts and other reading materials；

Language points；

Vocabulary；

Motivation and activation of learners；

Communicative categories and speech acts；

Communicative, social, situational context；

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摘要：

ABSTRACTTheabundanceofpublishedmaterialforEnglishlanguageteaching(ELT)availableonthemarketmakesselectingtherighttextbookachallengingtask.Weneedtobeabletomakeinformedandappropriatechoiceswhenselectingtextbooksandsupportingmaterials.Anever-increasingnumberofbooksarebeingpublishedacrossmoreandmoreareas...

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