Abstract
In recent years, in order to enhance the educational competitiveness, more and more Chinese secondary schools use the original English textbooks as the English course materials, especially in large and medium sizes cities central. Compared with the domestic textbooks, original teaching materials of English also have advantages and disadvantages.
This study selects “Go For It” and “New Concept English” as research subjects mainly to make an in-depth analysis and comparison on their surface structure and deep structure through the implementation of document study, text analysis and questionnaire. On the basis of summarizing their similarities and differences, this study focuses on solving the following three questions:
1)What are the characteristics of the domestic published English textbooks and the original teaching materials of English?
2)What are students’ attitudes toward the the domestic published English textbooks and the original teaching materials of English?
3)In what way can we use the domestic published English textbooks and the original teaching materials of English properly?
The research results indicate that “Go For It” and “New Concept English” have the following characteristics respectively. “Go For It” have practical teaching content, scientific and humanized textbook designing and interesting teaching activities, while “New Concept English” have story-based language presentation, multi-media application and abundant auxiliary teaching materials. According to questionnaire, Chinese students in junior high school prefer the original teaching materials of English rather than the domestic published English textbooks at the present stage. Multiparty cooperation is needed for using the two teaching materials properly.
Key words: textbook comparison; textbook evaluation; surface structure; deep structure
Contents
Abstract
摘 要
1 Introduction.1
-1.1 Background of the study1
-1.2 Significance and purpose of the study.1
1.3 the Outline of the Paper1
2 Literature Review. 3
-2.1-Textbook3
--2.1.1 Definition of textbook.3
--2.1.2 Structure of textbook.3
--2.1.3 Functions of textbook.3
2.2-Previous studies on textbook evaluation abroad and at home.4
--2.2.1 Studies abroad.4
2.2.1.1 Theoretical research on English textbook evaluation4
2.2.1.2 Practical research on English textbook evaluation4
--2.2.2 Studies at home.5
2.2.2.1 Theoretical research on English textbook evaluation5
2.2.2.2 Practical research on English textbook evaluation6
3 Research Methodology7
-3.1 Research questions.7
3.2 Research subjects.7
-3.3 Instruments.8
3.3.1 Object analysis8
3.3.2 Questionnaire8
4 Results and Discussion.10
-4.1 Comparison results of the surface structure.10
--4.1.1 Comparison of illustrations.10
--4.1.2 Comparison of forms of content presentation.10
--4.1.3 Comparison of subjects.11
--4.1.4 Comparison of vocabulary11
--4.1.5 Comparison of assisting teaching resources.11
4.2 Conclusive Comparison of the deep structure.12
--4.2.1 Comparison of education philosophy. 12
---4.2.1.1 Education philosophy of “Go For It”.12
---4.2.1.2 Education philosophy of “New Concept English”.13-
4.2.2 Comparison of teaching objectives.13
---4.2.2.1 Teaching objectives of “Go For It”13
---4.2.2.2 Teaching objectives of “New Concept English”13
--4.2.3 Comparison of teaching methods14
---4.2.3.1 Teaching methods of “Go For It”.14
4.2.3.2 Teaching methods of “New Concept English”15
5 Questionnaire and data analysis16
5.1 Designing of questionnaire16
5.2 Data analysis on students’ understanding level of different teaching materials16
5.3 Data analysis on students’ preference of different teaching materials.17
6 Conclusion20
-6.1-Major findings of the study20
6.1.1 The characteristics of DPET and OPME20
6.1.2 students’ attitudes toward the DPET and OPME20
6.1.3 The way to use two teaching materials properly. .21
-6.2-Implications of the study21
--6.2.1 Implications for the textbook-using teachers21
--6.2.2 Implications for the designing of English textbooks22
-6.3-Limitations of the study.22
-6.4-Proposals for my further study.22
Reference.23
