摘 要

本文采用McDonough and Shaw (2013)的内外评估模型，对两套大学非英语专业英语教材进行了回顾性评价，以此确定其是否符合学生与教师的学习及教学需求。这两套教材分别是：李荫华和王德明主编的《全新版大学英语综合课程(第二版)》与郑树棠主编的《新视野大学英语(第三版)》。两者均适用四年制大学英语公共课程。本研究采用内部评估和外部评估相结合、并辅以非正式访谈的研究方法。在教材本体的分析中，本文通过两套课本的封面、所选文章、语法、词汇、练习等多方面进行系统对比，从而对教材是否符合大学英语课标要求、大学生学习需要、及教师课堂教学需求等方面进行调查。此外，应用非正式访谈的方法采集教材使用者的实际反馈意见，进一步验证教材本体的分析结果。研究表明：以上两套教材均符合大学英语课程要求，符合大学生学习需要。

关键词：内部评估；外部评估；教材评估；大学英语

Abstract

This thesis used McDonough and Shaw’s (2013) internal-external assessment model to evaluate two sets of college non-English-major English Language Teaching (ELT) textbooks in China, in order to determine whether they fit the students’ learning and teachers’ pedagogical needs. The two sets of textbooks are: New College English Integrated course (2^nd Edition) by Li Yinhua and Wang Deming and New Horizon College English (3^rd Edition) by Cheng Shutang. Both of the textbooks are designed for English courses in a four-year undergraduate program. The present study primarily employed the internal-external assessment approach, with the additional use of informal interviews. For the textbook analysis, this study looked into the cover pages, selected texts, grammar, vocabulary, exercises, and other aspects of the two target textbooks. Based on the comparison of the textbooks, the study attempted to address whether they met the requirements of the college English curriculum standards, the needs of non-English-major undergraduates, and teachers’ instructional demands. The research shows that the above two sets of teaching materials meet the requirements of college English curriculum and meet the learning needs of college students.

Key Words: Internal evaluation; external evaluation; textbook evaluation; college English

Contents

1 Introduction 1

2 Literature Review 4

2.1 The definition of textbook evaluation 4

2.2 The approaches to textbook evaluation 5

2.2.1 Predictive evaluation 5

2.2.2 Retrospective evaluation 6

2.2.3 SLA-based Evaluation 7

2.2.4 McDonough and Shaw’s (2013) evaluation 8

3 Research Methods 10

3.1 Textbook analysis 10

3.1.1 The textbooks 10

3.1.2 Procedure 12

3.2 Informal interview 13

3.2.1 Instruments 13

3.2.2 Participants 14

3.2.3 Procedure 15

4 Results 16

4.1 Textbook Analysis 16

4.1.1 External evaluation 16

4.1.1.1 External evaluation on NCE 16

4.1.1.2 External evaluation on NHCE 17

4.1.2 Internal evaluation 18

4.1.2.1 The language 18

4.1.2.2 The grammar 19

4.1.2.3 The exercise 19

4.1.3 Overall evaluation on the textbooks 20

4.2 Informal interview 21

4.2.1 Students’ interview 21

4.2.2 Teacher’s interview 22

5 Discussion 24

5.1 Summary of major results 24

5.2 Pedagogical implications for students 24

5.3 Pedagogical implications for teachers 25

5.4 Pedagogical implications for relations of students and teachers 27

6 Conclusions 28