中小学英语教材专题分析.docx

1、中小学英语教材专题分析 College of Foreign LanguagesNorthwest Normal UniversityTitle： A Study on Vocabulary Part in the Textbooks of New Senior English for China Orientation： English Teaching Advisor： Dong Xiaohua Composer： Chai Bin Date： April 16, 2017 Chapter OneAs vocabulary plays an important role in Englis

2、h learning, it has been paid more attention by the scholars at home and abroad for a long time. From vocabulary teaching to vocabulary acquisition, it fully reflects the importance of vocabulary. However, as a main load of vocabulary, coursebook is a most direct instrument for students to learn voca

3、bularies. Therefore, more and more scholars start to combine vocabulary with coursebook and to research the vocabulary materials in coursebook.This thesis attempts to analyze and evaluate the compulsory textbooks (1-5) of New Senior English for China published by People Educational Press according t

4、o the criteria of Cunningsworth, Hedge and new standards for English curriculum. It aims to find out how the vocabulary is presented, how the compiler design the vocabulary exercises, how much guidance in SEFC for vocabulary teaching and learning is and what the attitude and needs of teachers and st

5、udents on the selection of vocabulary, the presentation of vocabulary, vocabulary exercises and some guidance for teaching and learning in coursebook are.The research process is mainly divided into two parts: static analysis and dynamic analysis. The static analysis focuses on analyzing the vocabula

6、ry materials in coursebook from the selection of vocabulary, the presentation of vocabulary, vocabulary exercise and vocabulary learning strategy. The dynamic analysis focuses on analyzing the results of statistics completely by investigating the teachers and students by questionnaires and getting s

7、tatistics by Spss 21.0. After analyzing, it is found that the content and topic for the selection of vocabulary involves many aspects, the presentation of vocabulary is moderate and the form of vocabulary exercises is various. It basically satisfies the need of teachers and students, but there are s

8、ome aspects remained to be improved, for instance, the limitation of learning strategies, the amount of vocabulary and so on. In a further day, these problems need to be taken into consider.This thesis consists of six parts. The first part summarizes some related studies on vocabulary evaluation; th

9、e second part reviews the theoretical basis; the third part introduces research methodology explicitly; the fourth part analyzes the vocabulary learning materials in textbook; the fifth part analyzes questionnaires; the sixth part is conclusion. After three-year teaching practice in high school and

10、thirteen-year learning experience, the researcher finds that it is difficult for students to learn the second language (English). They meet all kinds of problems in the learning process. Some students feel that remembering vocabulary is a boring thing and have no interest in learning English. Some s

11、tudents think that they hardly remember the vocabularies and store them in the brain for a long time. Some students have remembered some vocabularies, but they dont know how to use it in a certain context appropriately when they are asked to speak or write something, which lead to low initiative and

12、 enthusiasm. These problems in vocabulary learning need to be solved.As there exist some problems, they hardly learn the second language successfully. To solve these problems and help students acquire more vocabularies at a large extent is the greatest goal for the researchers.Coady (2001:125) state

13、d that successful second language acquisition determines on adequate vocabulary. Without some vocabularies, we hardly realize the function and use of the second language. Vocabulary is one of basic elements in the second language acquisition. That is, the learning of English depends on vocabulary in

14、 a large extent. Because loss of vocabulary has a direct impact on development of language skills and the cultivation of language ability, which includes listening, speaking, reading and writing aspects. In addition, the goal of curriculum in high school is to cultivate the students comprehensive ab

15、ility. For a student in high school, the students are asked to attend to the ninth level of English learning. Some demands are given in each level, for example, in the ninth level, the students should be able to grasp the main content in the broadcast quickly in listening, express the feelings appro

16、priately and fluently in speaking, and read the magazine quickly in reading. No matter which skills or abilities we are supposed to master, vocabulary is the precondition. Only we acquire some vocabularies, we could practice and apply the second language in our daily life. It is obvious that vocabul

17、ary learning in the second language acquisition is important. Coursebook is a main source of vocabulary learning and serves multiple roles. It provides a lot of vocabularies to be learned and exercises to be practiced for students. It reflects the teaching idea and objectives of syllabus specificall

18、y. It also provides some language activities for learners practice and communicative interaction. It can be seen as an instrument for learners to learn some language and skills by themselves. It carries all the learning materials for the learners. It also guides less experienced teachers to teach la

19、nguage properly and effectively. Apparently, the coursebook plays a critical role in English teaching and learning in middle school. Therefore, it is necessary to pay attention to the vocabulary learning materials in coursebook.According to the Cunningsworths criteria, Hedges criteria and new standa

20、rds of the Curriculum in China, this thesis aims not only to analyze the vocabulary materals in SEFC (New Senior English for China), including the selection of new words, the presentation, vocabulary exercises and some guidance, but also to investigate whether the SEFC can satisfy the needs of stude

21、nts and teachers. It is a main aim to make coursebooks serve to accomplish the teaching aims in curriculum of China as far as possible. Further, the research hopes to explore to what an extent the coursebook facilitate students learning of vocabulary. Chapter Two Literature ReviewIn this chapter, th

22、e researcher first reviews the theory of coursebook evaluation, which includes the definition of coursebook, the definition of coursebook evaluation and the necessity of coursebook evaluation. Then the writer describes Cunningsworths, Hedges criteria for coursebook vocabulary evaluation and criteria

23、 for Coursebook Vocabulary Evaluation in China in details. Finally, relevant theories are provided as the basis for this study, such as Task-based Approach and New Standards for English Curriculum. When it comes to English teaching materials, people usually think of the textbooks used in school. In

24、fact, the concept of English teaching materials is divided into narrow sense and broad sense. In a broad sense, English teaching materials refer to materials or means which are benefit for students to learn language, develop skills and cultivate communicative abilities in the process of learning so

25、that the teachers can achieve certain teaching goals. In the modern sense, the English teaching materials not only refer to textbooks, but also include all kinds of auxiliary teaching materials, teaching tools and teaching means. It is mutual matching series. In the system of English teaching materi

26、als, it includes the textbooks as the main body of teaching materials, such as students book, exercise books, necessary supplementary reading materials, English newspapers and magazines, and some various types of audio-visual teaching material, such as tapes, video tapes, radio and television progra

27、ms, cards, and all kinds of electronic teaching materials like network materials, and the practical teaching material from the reality, such as the summary and explanation of teachers, the discussion between teachers and students. In a narrow sense, English materials refer to the teaching materials

28、in traditional concept, that is, textbooks. It reflects the English teaching ideology and educational concept in China. Textbooks are the most important materials in school and the main body of the series of materials. It is the main basis for teachers teaching and students learning and the media fo

29、r the teachers and students. They are the core of teaching materials, which are generally compiled according to the need of the course. The main teaching contents over a period is contained in one or two books, including pronunciation, grammar, vocabulary, communicative competence and the skills in

30、listening, speaking, reading and writing. The teachers and the students have a book respectively and learn it as the basis of language courses. Cunningsworth (2002) stated that a coursebook offers the core teaching contents of a course. It is a major component in the implementation of English course

31、. It is a systematic exposition of course contents in accordance with the teaching program, and in fact the detail of the syllabus. Coursebooks are best seen as a resource in achieving aims and objectives that have already been set it term of learners. A proper coursebook is a mediator between the t

32、arget language and the learner. In this thesis, the researcher took the definition of Ur (2000), A coursebook refers to a textbook of which the teacher and every student have a copy in present school and which is in principle to be followed systematically as the basis for a language course.From a ph

33、ilosophical point of view, evaluation is a special kind of cognitive activity, which is the judgment for value of objective things. As Dubin (2002) said that evaluation is value judgment. In terms of its connotation, it related to the concept of the value. In essence, evaluation is a process of value judgmen