Chapter 1 Introductio
在本章中，会有三个部分：探讨背景，英语论文，英语毕业论文，的重要性OFTHE探讨和探讨设计。英语教材评估探讨的背景，将重点放在英语教材评估由中国和外国学者和语言学家的探讨成果，探讨的重要性将解释，NSEC和NSE为何做出这样的比较有针对性和为什么他比较NSEC和NSE从文化的角度进行。探讨设计会告诉探讨对象，探讨措施和论文的布局。In this chapter, there will be three sections: Research Background, the Importance ofthe Research and Research Design. Research Background of English Teaching MaterialAssessment will focus on research achievements of English teaching material Assessmentmade by both Chinese and foreign scholars and linguists; the Importance of the Researchwill explain why NSEC and NSE are targeted at to make such comparison and why hecomparison of NSEC and NSE is carried out from a cultural perspective. And ResearchDesign will tell the objects of the research, research methods and the layout of the thesis.
1.1 Research Background of English Teaching Material Assessment
围绕课程标准，按房屋不同的发展，出版的教材为教师和学生选择的教材市场。在教材的发展之后，探讨和比较略论它们之间必然会使移动的发展赶上。本教材是没有完善和适用的，足以排除他人，因此，与他们的共存，我们希望它们之间作比较，测量和标准，从而建立什么可以被称为正确和合适的教学材料。无论是内部或退出中国，我们登离船用大量的探讨成果，许多学者推动的发展见证了这种学术分支语文教材评估。Revolving around the Curriculum Standards, the development of teaching materialspublished by different press houses have made the market of teaching materials full ofchoices for teachers and students. In the wake of the development of teaching materials,researches on them and comparative analyses between them are bound to make moves tocatch up with the development. None of the present teaching materials are perfect andapplicable enough to rule out others, thus, with their coexistence, we would like to makecomparison between them and establish measurements and standards thereby as to whatcan be called proper and suitable teaching material. Either inside or out of China, we areprovided with plenty of research results on language teaching material assessment by manyscholars who have boosted witnessed the development of such an academic branch.
1.1.1 Foreign Researches on English Teaching Material Assessment
Scholars in foreign countries have reached a relatively high point in English teachingmaterial assessment and have brought about lots of fruitful and influential research results,which make an impact on the way of compiling and assessing English teaching materials inChina. Here are examples of some of the most influential scholars and their significantaccomplishments in teaching material assessment.Hutchinson & Waters (1987), based on situation method, designed a list of teachingmaterial assessment covering teaching elements of target, content, goal, method, cost, etc.Seaton (1982) came up with a list that included up to 20 teaching elements which wereteaching project, language environment design, pronunciation and accent, vocabulary,grammar, text, dialogue, practice, subsidiary materials as well as the arrangement of pages,illustrations, type sizes, layout, etc. Seaton’s assessment seems rather inclusive andthorough, though some of the items on the list have already been obsolete.Cunningsworth (1995:3-4) took these factors into consideration when setting upteaching material assessment standards: (1) aim and goal. Aim and goal means specifictargets of language projects, functions and skills; (2) teaching environment. It counts in theschedule and tempo of a course, the size of a class, the age and level distribution of thestudents, teaching instrument and equipment, etc.; (3) student. The student factor points totheir interest, motivation, expecta
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