【作者】 陈娟；

【导师】 陈佑林；

【作者基本信息】 华中师范大学 ， 外国语言学及应用语言学， 2016， 硕士

【摘要】 英语教材是英语课程实施的一个重要组成部分,选择和使用合适的教材是完成教学内容和实现教学目标的重要前提条件,在英语教学中发挥着举足轻重的作用。大学英语四级考试(CET-4)是教育部为推动大学英语教学大纲的贯彻执行,对大学生英语综合应用能力进行全面准确测量的国内大规模标准化英语学业水平考试。教材和测试是影响教学效果的两个重要因素,二者都是根据《大学英语课程教学要求》来编写和实施的,理论上讲,二者在培养和检测的技能上应该具有一致性,本研究拟从实证的角度,以阅读技能,这项读写教材中最注重培养的和四级考试中重点考察的技能作为切入点,展开研究。本研究参考Hutchinson & Waters(1987)提出教材评价的对照法,即将“主观需要分析”和“客观对象分析”相互对照的客观评价方法,和Bachman & Palmer(1996)的任务特征框架,对其语篇输入和预期回答任务特征,结合《大学英语课程教学要求》中对阅读理解部分的要求,从文章选材(体裁、题材、文章长度、易读度)和阅读技能这几个方面,构建出本文的框架,通过对教材和四级考纲的文本分析,对使用《新视野大学英语》(读写教程)并参加过或辅导过大学英语四级考试的师生进行问卷调查和访谈,对大学英语教材(《新视野大学英语》读写教程)中培养的和大学英语四级考纲中要求的阅读技能进行对比。结合对比结果和老师、同学们的反应,对今后大学英语教材编写和四级考纲制定提出建议。研究结果显示：总体上来说,《新视野大学英语》意图培养的阅读技能也是大学英语四级重点考察的,但是在一些文章的具体选材和练习的设计上,该教材还有一些改进的地方,同样大学英语四级阅读理解部分在选材和题型的侧重点上还应更加均衡。建议：(1)《新视野大学英语》在体材方面,议论文过于集中,不能体现“体材多样化”的要求,应在议论文,说明文等体材中找到平衡；题材集中于人文社科类,为了让学生了解到更全面的知识,应增加自然科学类的文章；在易读度方面,四本书应在难度上呈螺旋上升的趋势,各册之间的难度区分度应更加明显；练习过多过杂,大部分师生表示没有得到完全的利用,应更加精简。(2)修订后的大学英语四级考纲强调对学生综合语言技能的培养,因此,使用的教材也应受到交际教学法的指导,而不是仅仅的传统的语法翻译法,应增加一些互动的交际活动。(3)大学英语四级对阅读文章的体材和题材规定得较灵活,只用了多样两字概括,但在实际的真题试卷中,议论文和说明文是主要体材,教材中最大比例的记叙文罕见,题材上同样也是人文社科类为主,为了体现对文理科考生的公平对待的考试精神,应适当增加自然科学类的文章。至于题型方面,又多以细节定位题为主,应适当考察学生的推断能力。本研究希望通过文本分析和搜集师生的意见对教材的评估以及考纲的修订起到一定的作用。更多还原

【Abstract】 English textbook is an important component of the implementation of English class. Selection and use of the suitable textbook is a vital factor of realizing the teaching objectives and plays an indispensable role in English teaching. CET-4 is a national standard criteria-referenced English test held by the National Education Bureau, the purpose of which is to push the implementation of the teaching curriculum and have an all-rounded evaluation of college students’ comprehensive English using ability. Textbook and test are two core factors influencing the teaching effect, both of which are written based on CECR, so theoretically speaking, the skills they required should be consistent. And in this study, we are supposed to make an investigation on the reading skills, the most important skills cultivated in NHCE and checked in CET-4, from the perspective of empirical study.In this study, we refer to the "Matching method" proposed by Hutchinson & Waters (1987), which is an evaluation method matching the subjective needs with the objective subjects. In addition, we also adopt the task framework proposed by Bachman & Palmer(1996), select the text input and expected response, and then construct the framework of this paper by combining that with the CECR’s requirements on reading. We make a comparative study of the reading skills required in NHCE and the syllabus of CET-4 from the choice of materials (text genre, topic, length and readability) and reading skills, by combining and comparing the results of the text analysis of NHCE and the syllabus of CET-4, and external evaluation from the questionnaire survey and interview of students and teachers who are the direct users of this book and participants of the test. According to the results, we will make some suggestions on the compilation of the teaching material and the syllabus of CET-4.The results show:in overall, what NHCE wants to cultivate is also what CET-4 focuses on checking, however, there is still some room for improvement in the specific choice of reading materials and the design of exercises. Similarly, the reading comprehension part of CET-4 should endeavor to strike a balance on the choice and focus of question types.Our suggestions include:(1) in the perspective of text genre, NHCE is flooded with narratives, which goes against the requirements of "be varied in genre", so it should add some argumentations and expositions and so on; the topics are over centered on human science and social science and in order to enable students to acquire more global knowledge, it should include some topics of natural science; in the part of readability, the four books of reading and writing should increase the degree of difficulty, and the distinction of each book should be more clear and obvious; there are so many exercises that most teachers and students do not make full use of them, so textbook writers should work hard to make them more typical and useful.(2) The revised syllabus of CET-4 emphasizes the cultivation of students’ comprehensive language using ability, so the textbooks used should also be guided by the communicative teaching methodology together with more communicative activities instead of mere grammar-translation approach.(3) The requirements on the genre and topic of the reading part in the syllabus of CET-4 are expressed in two words "being varied", but in the real test papers, argumentation and exposition are the most frequently chosen genres, the major genre in NHCE -- narrative is quite rare. Just like NHCE, topics in CET-4 also focus on human science and social science, so in order to show the equality of the test, it should add more topics of natural science. As for the question types, most of them deal with the understanding of details and the check of inferring ability has been ignored. All in all, by analyzing the texts and collecting the suggestion of students and teachers, this study hopes to be useful in the revision of NHCE and the syllabus of CET-4.更多还原