中小学英语教材专题分析.docx

中小学英语教材专题分析.docx

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中小学英语教材专题分析

CollegeofForeignLanguages

NorthwestNormalUniversity

Title：

AStudyonVocabularyPartintheTextbooksofNew

SeniorEnglishforChina

Orientation：

EnglishTeaching

Advisor：

DongXiaohua

Composer：

ChaiBin

Date：

April16,2017

ChapterOne

AsvocabularyplaysanimportantroleinEnglishlearning,ithasbeenpaidmoreattentionbythescholarsathomeandabroadforalongtime.Fromvocabularyteachingtovocabularyacquisition,itfullyreflectstheimportanceofvocabulary.However,asamainloadofvocabulary,coursebookisamostdirectinstrumentforstudentstolearnvocabularies.Therefore,moreandmorescholarsstarttocombinevocabularywithcoursebookandtoresearchthevocabularymaterialsincoursebook.

Thisthesisattemptstoanalyzeandevaluatethecompulsorytextbooks（1-5）ofNewSeniorEnglishforChinapublishedbyPeopleEducationalPressaccordingtothecriteriaofCunningsworth,HedgeandnewstandardsforEnglishcurriculum.Itaimstofindouthowthevocabularyispresented,howthecompilerdesignthevocabularyexercises,howmuchguidanceinSEFCforvocabularyteachingandlearningisandwhattheattitudeandneedsofteachersandstudentsontheselectionofvocabulary,thepresentationofvocabulary,vocabularyexercisesandsomeguidanceforteachingandlearningincoursebookare.

Theresearchprocessismainlydividedintotwoparts:

staticanalysisanddynamicanalysis.Thestaticanalysisfocusesonanalyzingthevocabularymaterialsincoursebookfromtheselectionofvocabulary,thepresentationofvocabulary,vocabularyexerciseandvocabularylearningstrategy.ThedynamicanalysisfocusesonanalyzingtheresultsofstatisticscompletelybyinvestigatingtheteachersandstudentsbyquestionnairesandgettingstatisticsbySpss21.0.Afteranalyzing,itisfoundthatthecontentandtopicfortheselectionofvocabularyinvolvesmanyaspects,thepresentationofvocabularyismoderateandtheformofvocabularyexercisesisvarious.Itbasicallysatisfiestheneedofteachersandstudents,buttherearesomeaspectsremainedtobeimproved,forinstance,thelimitationoflearningstrategies,theamountofvocabularyandsoon.Inafurtherday,theseproblemsneedtobetakenintoconsider.

Thisthesisconsistsofsixparts.Thefirstpartsummarizessomerelatedstudiesonvocabularyevaluation;thesecondpartreviewsthetheoreticalbasis;thethirdpartintroducesresearchmethodologyexplicitly;thefourthpartanalyzesthevocabularylearningmaterialsintextbook;thefifthpartanalyzesquestionnaires;thesixthpartisconclusion.

Afterthree-yearteachingpracticeinhighschoolandthirteen-yearlearningexperience,theresearcherfindsthatitisdifficultforstudentstolearnthesecondlanguage（English）.Theymeetallkindsofproblemsinthelearningprocess.SomestudentsfeelthatrememberingvocabularyisaboringthingandhavenointerestinlearningEnglish.Somestudentsthinkthattheyhardlyrememberthevocabulariesandstoretheminthebrainforalongtime.Somestudentshaverememberedsomevocabularies,buttheydon’tknowhowtouseitinacertaincontextappropriatelywhentheyareaskedtospeakorwritesomething,whichleadtolowinitiativeandenthusiasm.Theseproblemsinvocabularylearningneedtobesolved.

Asthereexistsomeproblems,theyhardlylearnthesecondlanguagesuccessfully.Tosolvetheseproblemsandhelpstudentsacquiremorevocabulariesatalargeextentisthegreatestgoalfortheresearchers.

Coady（2001:

125）statedthatsuccessfulsecondlanguageacquisitiondeterminesonadequatevocabulary.Withoutsomevocabularies,wehardlyrealizethefunctionanduseofthesecondlanguage.

Vocabularyisoneofbasicelementsinthesecondlanguageacquisition.Thatis,thelearningofEnglishdependsonvocabularyinalargeextent.Becauselossofvocabularyhasadirectimpactondevelopmentoflanguageskillsandthecultivationoflanguageability,whichincludeslistening,speaking,readingandwritingaspects.

Inaddition,thegoalofcurriculuminhighschoolistocultivatethestudents’comprehensiveability.Forastudentinhighschool,thestudentsareaskedtoattendtotheninthlevelofEnglishlearning.Somedemandsaregivenineachlevel,forexample,intheninthlevel,thestudentsshouldbeabletograspthemaincontentinthebroadcastquicklyinlistening,expressthefeelingsappropriatelyandfluentlyinspeaking,andreadthemagazinequicklyinreading.Nomatterwhichskillsorabilitieswearesupposedtomaster,vocabularyistheprecondition.Onlyweacquiresomevocabularies,wecouldpracticeandapplythesecondlanguageinourdailylife.Itisobviousthatvocabularylearninginthesecondlanguageacquisitionisimportant.

Coursebookisamainsourceofvocabularylearningandservesmultipleroles.Itprovidesalotofvocabulariestobelearnedandexercisestobepracticedforstudents.Itreflectstheteachingideaandobjectivesofsyllabusspecifically.Italsoprovidessomelanguageactivitiesforlearnerspracticeandcommunicativeinteraction.Itcanbeseenasaninstrumentforlearnerstolearnsomelanguageandskillsbythemselves.Itcarriesallthelearningmaterialsforthelearners.Italsoguideslessexperiencedteacherstoteachlanguageproperlyandeffectively.

Apparently,thecoursebookplaysacriticalroleinEnglishteachingandlearninginmiddleschool.Therefore,itisnecessarytopayattentiontothevocabularylearningmaterialsincoursebook.AccordingtotheCunningsworth’scriteria,Hedge’scriteriaandnewstandardsoftheCurriculuminChina,thisthesisaimsnotonlytoanalyzethevocabularymateralsinSEFC（NewSeniorEnglishforChina）,includingtheselectionofnewwords,thepresentation,vocabularyexercisesandsomeguidance,butalsotoinvestigatewhethertheSEFCcansatisfytheneedsofstudentsandteachers.ItisamainaimtomakecoursebooksservetoaccomplishtheteachingaimsincurriculumofChinaasfaraspossible.Further,theresearchhopestoexploretowhatanextentthecoursebookfacilitatestudents’learningofvocabulary.

ChapterTwoLiteratureReview

Inthischapter,theresearcherfirstreviewsthetheoryofcoursebookevaluation,whichincludesthedefinitionofcoursebook,thedefinitionofcoursebookevaluationandthenecessityofcoursebookevaluation.ThenthewriterdescribesCunningsworth’s,Hedge’scriteriaforcoursebookvocabularyevaluationandcriteriaforCoursebookVocabularyEvaluationinChinaindetails.Finally,relevanttheoriesareprovidedasthebasisforthisstudy,suchasTask-basedApproachandNewStandardsforEnglishCurriculum.

WhenitcomestoEnglishteachingmaterials,peopleusuallythinkofthetextbooksusedinschool.Infact,theconceptofEnglishteachingmaterialsisdividedintonarrowsenseandbroadsense.Inabroadsense,Englishteachingmaterialsrefertomaterialsormeanswhicharebenefitforstudentstolearnlanguage,developskillsandcultivatecommunicativeabilitiesintheprocessoflearningsothattheteacherscanachievecertainteachinggoals.Inthemodernsense,theEnglishteachingmaterialsnotonlyrefertotextbooks,butalsoincludeallkindsofauxiliaryteachingmaterials,teachingtoolsandteachingmeans.Itismutualmatchingseries.InthesystemofEnglishteachingmaterials,itincludesthetextbooksasthemainbodyofteachingmaterials,suchasstudents'book,exercisebooks,necessarysupplementaryreadingmaterials,Englishnewspapersandmagazines,andsomevarioustypesofaudio-visualteachingmaterial,suchastapes,videotapes,radioandtelevisionprograms,cards,andallkindsofelectronicteachingmaterialslikenetworkmaterials,andthepracticalteachingmaterialfromthereality,suchasthesummaryandexplanationofteachers,thediscussionbetweenteachersandstudents.

Inanarrowsense,Englishmaterialsrefertotheteachingmaterialsintraditionalconcept,thatis,textbooks.ItreflectstheEnglishteachingideologyandeducationalconceptinChina.Textbooksarethemostimportantmaterialsinschoolandthemainbodyoftheseriesofmaterials.Itisthemainbasisforteachersteachingandstudentslearningandthemediafortheteachersandstudents.Theyarethecoreofteachingmaterials,whicharegenerallycompiledaccordingtotheneedofthecourse.Themainteachingcontentsoveraperiodiscontainedinoneortwobooks,includingpronunciation,grammar,vocabulary,communicativecompetenceandtheskillsinlistening,speaking,readingandwriting.Theteachersandthestudentshaveabookrespectivelyandlearnitasthebasisoflanguagecourses.Cunningsworth（2002）statedthatacoursebookoffersthecoreteachingcontentsofacourse.ItisamajorcomponentintheimplementationofEnglishcourse.Itisasystematicexpositionofcoursecontentsinaccordancewiththeteachingprogram,andinfactthedetailofthesyllabus.Coursebooksarebestseenasaresourceinachievingaimsandobjectivesthathavealreadybeensetittermoflearners.Apropercoursebookisamediatorbetweenthetargetlanguageandthelearner.

Inthisthesis,theresearchertookthedefinitionofUr（2000）,Acoursebookreferstoatextbookofwhichtheteacherandeverystudenthaveacopyinpresentschoolandwhichisinprincipletobefollowedsystematicallyasthebasisforalanguagecourse.

Fromaphilosophicalpointofview,evaluationisaspecialkindofcognitiveactivity,whichisthejudgmentforvalueofobjectivethings.AsDubin（2002）saidthatevaluationisvaluejudgment.Intermsofitsconnotation,itrelatedtotheconceptofthevalue.Inessence,evaluationisaprocessofvaluejudgmen