PETS教材评估模式构建及应用研究

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Acknowledgements

To complete the task of constructing a coursebook evaluation model for PETS,

and to use it to evaluate the five PETS coursebooks published by Higher Education

Press are, by no means easy.

So many people, both my acquaintances and strangers, offered their kind help to

me during the whole process. Without their helping hands, it would not be possible for

me to finish this task, for I might have lost courage to hold on to the end during the

process and writing of this thesis.

Hereby I’d like to express my heartfelt gratitude to my tutor, Associate Professor

Ms. Liu Qin. Without her enlightenment, encouragement and guidance, I would

definitely have failed to keep a clear mind on this subject. And I also want to give my

great appreciation to my former classmate back in the university, Ms. Chen Hongmei.

Without her efforts, I wouldn’t have got half of my learners’ questionnaires done.

There is also Ms. Xu Li, my new friend in Shanghai Zili Education College, who

kindly offered help to me in implementing the questionnaires for learners, classroom

observation and guided interviews with relevant teachers. And there are also some

friends and learners that I don’t know in Shanghai Zili Education College and from

the Internet, who also helped me complete the questionnaire survey and shared with

me their opinions on relevant PETS coursebooks. And finally my deeply thanks also

goes to my dear family members who have always offered their understanding and

care to me through the years.

Thank you all! Without your self-giving support, there will be no such a thesis

like this today.

ABSTRACT

Coursebook evaluation has always been important in the process of language

teaching and learning practices. On the one hand, it provides reference to teachers and

education administration in terms of whether to adopt the books or not; and on the

other hand, it offers good advice to coursebook writers to further and future revision

of the books. This thesis introduces some basic theories in coursebook evaluation at

home and abroad. Based on Cunningsworth’s guidelines and McDonough & Shaw’s

external and internal evaluation schemes, the author put forward an evaluation model

for Public English Test System (hereinafter abbreviated as “PETS”) coursebooks.

Then the five coursebooks from PETS-1 to PETS-5, published by Higher Education

Press after the revision of PETS syllabus in 2006, were evaluated to test its utility. In

doing so, the features of these coursebooks were examined.

The thesis divides the whole evaluation and analysis process of the target

coursebooks into three steps: questionnaire survey, classroom observation and guided

interview. Questionnaire survey was especially conducted among PETS learners, and

it is mainly about their feelings on various aspects of the coursebooks in real use. The

data of the questionnaire survey were put into SPSS 13.0 for further analysis. In the

part of classroom observation, the main concern was to observe and evaluate real-time

reflection of the PETS coursebooks in use. The last part, guided interview, was

conducted with PETS teachers to collect their comments and to further get their

general understanding of the books on some key aspects.

Results of the whole evaluation process show that the PETS coursebooks by

Higher Education Press consist with relevant language evaluation theories and the

PETS evaluation model in terms of aims and objectives, coverage of PETS syllabus,

learners’ needs, detailed content, etc. However, drawbacks still exist in certain minor

areas.

The author hopes that the results of the evaluation will provide advice for PETS

coursebook writers for further improvement, so that the future versions will be more

scientific and better for users, and help the learners improve their communicative

competence in real life and pass PETS tests without difficulty.

Key words: coursebook evaluation; evaluation model;

PETS; PETS coursebooks

摘要

教材评估对语言教学过程意义重大。一方面，它为教师或者教育部门是否采

用此教材提供了参照；另一方面，它能够给教材编撰者提供建议以便将来改进。

本文介绍了国内外一些教材评估的基本理论，并基于 Cunningsworth 的评估指南

和McDonough & Shaw 提出的教材内、外部评估细则，提出了一套全国英语等级

考试（以下简称“PETS”）教材的评估模式，并以高等教育出版社根据 2006 年

PETS 大纲修改之后出版的一整套教材，从第一级到第五级（以下简称“高教版

教材”）为例进行分析，以检验所构建的评估模式的实用性，以及本套教材各个

方面的情况。

本文对目标教材的评估过程分为三个方面：问卷调查、课堂观察以及访谈。

问卷调查主要针对学员，问卷的内容依据评估模式的细节而设计，主要询问学员

对该套教材各个方面的评价。此部分调查结果被输入到统计软件 SPSS 13.0 中进

行统计和分析。课堂观察部分对教材在课堂实际使用中的现场效果做了直观的观

察和分析评估。最后的访谈部分是针对 PETS 教师的，进一步了解教师对于该教

材的总体评价。

评估结果显示，高教版 PETS 教材从教材目标、与大纲的相关度、学习者的

需求、教材具体内容等方面都符合相关教材评估理论，但在某些细微部分仍然存

在着不足。

希望本评估结果能为相关 PETS 教材编撰者提供一些改进意见，以便日后的

版本更加科学、合理；为教材使用者提供更好的教材；在帮助他们提高实际英语

交际能力的同时，顺利通过 PETS 考试。

关键词: 教材评估评估模式 PETS PETS 教材

iii

List of Figures

Figure 2.1 Overview of the Materials Evaluation Process

by McDonough & Shaw……………………………………………….7

Figure 2.2 Guidelines for Evaluation by Cunningsworth…………………………7

Figure 2.3 Criteria for Coursebook Assessment by Ur…………………………...8

Figure 2.4 Number of PETS test-takers from 1997 to 2007…………………….12

List of Tables

Table 2.1 Structure of PETS-1 Written Test……………………………………..14

Table 2.2 Structure of PETS-2 Written Test……………………………………..15

Table 2.3 Structure of PETS-3 Written Test……………………………………..16

Table 2.4 Structure of PETS-4 Written Test……………………………………..17

Table 2.5 Structure of PETS-5 Written Test……………………………………..18

Table 3.1 PETS Coursebook Evaluation Model…………………………………23

Table 3.2 PETS Syllabus Requirements on Vocabulary,

English Language Knowledge and Its Use…………………………….24

Table 5.1 Configuration of PETS Coursebooks…………………………………33

Table 5.2 Aims and Objectives of PETS Coursebooks………………………….34

Table 5.3 Vocabulary in PETS Coursebooks…………………………………….34

Table 5.4 Language Knowledge and Its Use in PETS Coursebooks…………….35

Table 5.5 Notions and Functions in PETS Coursebooks………………………...36

Table 5.6 Learners’ Needs Analysis in PETS Coursebooks……………………..37

Table 5.7 Content of PETS Coursebooks………………………………………..38

Table 5.8 Market Value of PETS Coursebooks………………………………….39

Table 5.9 Frequency and Percentage of PETS Learners’ Purposes……………...41

Table 5.10 Statistics for Coverage of Syllabus……………………………………42

Table 5.11 Statistics for Learners’ Needs…………………………………………42

Table 5.12 Statistics for Content…………………………………………………..43

Table 5.13 Statistics for Market Value…………………………………………….43

Table of Contents

Acknowledgements.………………………………………………….………………i

ABSTRACT……………….……………………………………….………………….ii

摘要……….…………………………………………………………………………..iii

List of Figures………………………………………………………………...……..iv

List of Tables…………………………………………………………………...…...v

Table of Contents…………………………………………………………..………...vi

Chapter One Introduction…………………………………………………………1

1.1 Background of the study……………………………...………………………1

1.2 Significance of the study……………………………..………………………2

1.3 Configuration of the thesis…………………………..……….………………3

Chapter Two Study Basis…………………………………………………………….5

2.1 Theoretical basis……………………………………………………………...6

2.1.1 Teaching materials evaluation in foreign countries………………………6

2.1.2 Teaching materials evaluation in China…………………………………..9

2.2 Empirical basis………….…………………………………………………10

2.2.1 PETS…………………………………………………………………….11

2.2.1.1 Development of PETS………………………………………………11

2.2.1.2 Features of PETS……………………………………………………12

2.2.1.3 Levels in PETS……………………………………………………...13

2.2.2 PETS coursebooks………………………………………………………19

Chapter Three Construction of PETS Coursebook Evaluation Model………….20

3.1 Model layout…………………………………………………………………20

3.1.1 Theoretical basis………………………………………………………...20

3.1.2 Detailed items in PETS evaluation model………………………………22

3.2 Model illustration……………………………………………………………23

3.2.1 Aims and objectives……………………………………………………..23

3.2.2 Coverage of syllabus…………………………………………………….24

3.2.3 Learners’ needs………………………………………………………….25

3.2.4 Content…………………………………………………………………..25

3.2.5 Market value…………………………………………………………….25

Chapter Four Research Methodology……………………………………………..26

4.1 Adherence to the evaluation model…………………………………………26

4.2 Questionnaire survey……………………………………………………….26

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摘要：

AcknowledgementsTocompletethetaskofconstructingacoursebookevaluationmodelforPETS,andtouseittoevaluatethefivePETScoursebookspublishedbyHigherEducationPressare,bynomeanseasy.Somanypeople,bothmyacquaintancesandstrangers,offeredtheirkindhelptomeduringthewholeprocess.Withouttheirhelpinghands,itwouldnotbe...

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