两套英语专业听力教材的分析与评估

两套英语专业听力教材的分析与评估 论文作者签名:I垒堡鱼 指导教师签名: 论文评阅人1: 评阅人2: 评阅人3: 评阅人4: 评阅人5: 答辩委员会主席: 委员l: 委员2: 委员3: 委员4. 委员5: 值蓬珍熬援逝江太堂 王型!澄数援逝江态堂 搂殖墓熬攫逝江王些太堂 王丛:鳖熬援逝江态堂 塞瞠副麴援浙江太堂 搂煎篡麴援逝堑工些太堂 答辩日期: 7>2013.3.2 Author’Ssignature: Supervisor’signature: Thesisreviewer1: Thesisreviewer2: Thesisreviewer3: Thesisreviewer4. Thesisreviewer5: 煦鱼曼璺Q!旦星丛垫些垫至鱼自i垫g蔓也iy星堡i垃 里!Q鱼墨煦!坚趣g堑垫!旦圣垒自i垫g堕也y丛墨i盟 至殴鱼曼墨Q!曼Q坠旦星丝ng至坠自i盟g堕世Y皇堡i鲤 Ql!垒曼虹Q!QgY Chair:里殓鱼墨曼Q ?gXi鱼Q地圣塾自i堑g堕世Y曼!?煎Y Committeeman1:AssociateProfessorZhuYeZheiiangUniversity Committeeman2:里!Q鱼曼曼Q!LQ丝奠曼Yi坠g至鱼白垂垫!g堕垒iY鱼! 呈i鲤 Ql!星垦h坠Q!QgY Committeeman3: Committeeman4. Dateoforaldefence:2013.3.2 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。据我所知,除了文中特别加以标注和致谢的地方外,论文中不包含 其 他人已经发或撰写过的研究成果,也不包含为获得逝姿盘堂或其他教育机 构的学位或证书而使用过的。与我一同工作的同志对本研究所做的任何 贡献 均已在论文中作了明确的说明并表示谢意。 学位论文作者签名: 俘镝谲 签字日期: 沁/;年2月:驴日 学位论文版权使用授权书 本学位论文作者完全了解逝’江盘堂有关保留、使用学位论文的规定, 有权保留并向国家有关部门或机构送交论文的复印件和磁盘,允许论文被查 阅和 借阅。本人授权逝姿盘鲎可以将学位论文的全部或部分内容编入有关数据库 进行检索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 保密的学位论文在解密后适用本授权书 学位论文作者签名:,f移确俑 签字日期:为,弓年月2芳日 学位论文作者毕业后去向: 工作单位: 通讯地址: 新繇翻翌。 签字日期:形婷?沥名 电话: 邮编 浙江大学硕士学位论文 Acknowledgements Acknowledgements 1wouldiketoacknowledgewitheepgratitudeheassistancea dguidancegiv n tomebyalargenumberofpeopleinthecompletionofthisthesis. I firstwishtoexpressmypecialappreciationofmysupervisor,Prof.Huang Jianbin,whogavemegreathelpandconstantsupportduringtheresearchandthesis writing.IamdeeplyindebtedOhimforhisprovisionofscholarlyguidance, necessarym terials,andadviceofgreatvalue.Withouthisgreatpatienceand continuingencouragement,thisthesiswouldnothavecomeintothepresentform. MyheartfeltthanksarealsoduetoalltheotherteachersatSchoolfInternational Studies,ZhejiangUniversity,whohaveguidedmeintothefieldofappliedlinguistics andforeignlanguageteachingwith也eirenlighteninga dthought?provoking instructions. 1 wouldextendmysincerethankstoteachersandtudentsfromtheForeign LanguageDepartmentinZhejiangShurenUniversityandShaoxingUniversity ,to nanlejustafew,CongZihang,YeJingjing,XieXiaowei,RenLiange,MengWeigen, etc.,whounselfishlygavemealotofhelpduringtheprocessofdatecollection. Withouttheirsupportandparticipation,thisresearchwouldnothavebeenpossible. ArealdebtisowedtomyfriendsFangYingying,ChangYaoandXiongJingwho providedm withelpfuls ggestions.Myspecialgratitudegoestomybeloved familymenlbers,whoseenc uragementandcareaccompaniedmeduringthewhole painstakingwr tingprocess 浙江大学硕士学位论文 摘要 摘要 听力是语言输入的主要渠道之一,在日常交际中起到重要的作用。因此,在 语言教学中,听力应引起足够的重视。虽然近几十年来有许多关于外语听力 和外 语教材评估的研究,但是很少有研究关注外语听力教材评估,尤其是英语专 业听 力教材评估。 本文在国内外有关教材评估理论的基础上,构建了英语专业听力教材评估框 架,对高等教育出版社和外语教育出版社出版的现行两套英语专业听力教材 进行 了全面的评估,它们分别是:《英语听力教程》,《新世纪高等院校本科生系列教 材:听力教程》。本文旨在通过所构建的评估框架,探讨英语专业学生对这两套 教材是否满意,以及这两套听力教材是否能和学生的需求保持一致。 一方面,本文从总体评估和细致评估两个角度对这两套教材进行内部评估, 接着通过英语专业听力教材满意度问卷进行外部评估,对这两套教材的使用情况 进行分析,以便了解和掌握使用者对教材的意见和建议。另一方面,本文从需求 分析问卷调查出发,分析学生学习听力的目标需求和学习需求。295名来自两所 不同大学的英语专业学生参与了本次调查。 结果表明,学习者对两套听力教材基本满意,对《听力教程》更加满意。但 学习者普遍反映两套教材缺乏趣味性,练习和任务缺乏真实性,在培养学生的交 际能力方面还存在不足。需求分析结果表明,两套听力教材能在一定程度上满足 学习者的需求,尽管不能完全满足。为此,本文希望该研究能为教材编写者提供 些许启发,以编出更优质的教材:此外,本文希望能为英语专业听力教师提供 一 些建议,在熟知教材优缺点的基础上,根据实际情况适当修改,以便更好地利 用 教材,满足学习者需求。 关键词:听力教材,英语专业,教材评估,需求分析 浙江大学硕士学位论文 Abstract Abstract Itisbelievedthatlistening,asthemajorchannelforanguageinput,playsa significantroleincommunicationandsh uldbeattachedmoreimportancetoin languageteachingandlearning.Althoughmepastyearsavewitnessedthprosperity ofstudiesonforeignla guagelisteningandEFLmaterialsevaluation,therearefew researchesonEFLlisteningtextbookevaluation,especiallyforEnglishmajors. ThisthesisconstructsallEFLlisteningtextbookevaluationframeworkforEnglish majorsandconductsa omprehensivevaluationoftwosetsofcurrentlyin-useEFL listeningtextbooksf rEnglishmajors,namely,Listen乃括Way正n珍 publishedby HigherEducationPress,andAListeningCourseaLapublishedbyShanghai ForeignLa guagePress.Itisexpectedtoexplorewh therEnglishmajorsa eatisfied withthecurrentlyin-uselisteningtextbooksandwhetherthetwosetsoftextbooks meetusers’needsbasedonthenewlyconstructedworkingmodelforlistening textbookevaluation. Ontheonehand,thisesismakesallintemalevaluationfirsti termsofan overallevaluationndadetailedevaluationofthetwosetsoflisteningtextbooks,and thenallexternalevaluationinordertoinvestigatethefe dbackfromtheirusers.On theotherhand,needsanalysisismadetoelicits udents’targetneedsandlearning needs.TheextbookEvaluationQuestionnaireTEQandtheNeedsAnalysis QuestionnaireNAQaredistributedto295Englishmajorsfromtwodifferent universitieS. 111eresultsshowthattheparficipantsaresatisfiedw ththetwosetsoflistening textbooksandthestudentsofALCshowmoresatisfactionthanthoseofLrw. However,theesultsal orevealthatneitherLr、 VnorALCisinterestingenoughto attractstudentsandtasksinvolvedinthetwotextbooksseemtolackauthenticity, whichmaytosomed greedampenstudents’motivation.Moreover,thereisstillmuch roomforthetwosetsoflisteningtextbookstoimproveSOastocultivatestudents’ communicativeompetence.TheresultsfromneedsanalysishowthatneitherLTW norALCcancompletelyaccordwiththecharacteristicsofdealtextbooksinlearners’ 111 浙江大学硕士学位论文 Abstract minds,althougheycallmoreorles?meetsomeoftheneeds.Itisexpectedthatthis thesiswillinspiretheteachingmaterialscompilerstosomeextenttocompile textbookswithbeaerquality,andprovideteacherswithomesuggestionsomake betteruseofthetextbooksbyadaptingsomeofthecontentswiththemeritsand demeritsofhetextbooksinmind. Keywords:EFLlisteningtextbooks,Englishmajors,materialsevaluation, needs analysis 浙江大学硕士学位论文 Contents Contents Acknowledgements???l 摘要??.ii Abstract......................................................... ...............?j吐 ChapterOneIntroduction?.??.??..?.??..??.?.1 1.1Researchbackground??1 1.2Purposeandjustificationofthestudy??-I 1.3Overviewofthestudy??2 ChapterTwoLiteratureReview....................................... ...4 2.1Listeningcomprehension??.??..?.??..?.?..?.?4 2.1.1Definitionoflistening?4 2.1.2Schematheoryandmodelsoflisteningcomprehension?.?...?..5 2.1.2.1Schematheory..5 2.1.2.2Modelsoflisteningcomprehension.?...?..??.?6 2.1.3Theimportantroleoflisteninginsecondlanguageteachinga d learning......................................................... ........................7 2.2Listeningtextbooks.?...?.....??.?..??.?..??....?.?.9 2.2.1Definitionoftextbooks.9 2.2.2Theroleoflisteningtextbooks.............................................9 2.3Materialsevaluation??..11 2.3.1Definitionofmaterialsevaluation?。11 2.3.2Purposesofmaterialsevaluation??12 2.3.3Typesofmaterialsev uation.13 2.4Needsanalysis.....................................................................】【4 2.4.1Targetneeds..................................................................?1zl 2.4.2Learningneeds.?.....??...??.......??..11; 2.5Constructionofal steningtextbookevaluationmodel......................16 2.5.1Materialsevaluafioncr teriaabroad.16 浙江大学硕士学位论文 Contents 2.5.1.1Cunningsworth’sCriteria?。16 2.5.1.2McDonoughandShaw’sCriteria?。17 2.5.1.3Breena dCandlin’sCriteria18 2.5.1.4HutchinsonandWaters’Criteria?..19 2.5.1.5Othercriteriaformaterialsevaluationabroad??19 2.5.2Materialsevaluationcr teriaathome20 2.5.3Constructionofalisteningtextbookevaluationmodelinthis study??.??...?..??....?...??...?..?:I:! ChapterTh eeResearchMethodology...................................25 3.1Researchquestions?.25 3.2Participants?.25 3.3Instruments................................................... .........................:16 3.3.1TextbookEvaluationQuestionnaire.I'EQ?26 3.3.2NeedsAnalysisQuestionnaire帆~Q。26 3.3.3FoHow-upinterview??27 3.3.4Twosetsoflisteningtextbooks。27 3.4Procedures??27 ChapterFourResultsandDiscussion.................................. ..29 4.1Resultsfromtheinternaltextbookevaluation?..29 4.1.1ListeninginE fishCurriculumReq irementsforEnglishMajors。29 4.1.2Compilingprinciples?.31 4.1.3Theframework..:;2 4.1.4Evaluationoflisteninginput?33 4.1.4.1Authenticity??.33 4.1.4.2Topic??.35 4.1.4.3Genre??36 4.1.5Tasks??37 4.1.6Listeningsub?skills??41 4.2ResultsfromtheTextbookEvaluationQuestionnaires??42 Vl 浙江大学硕士学位论文 Contents 4.2.1Thereliabiiityofthequestionnaire............................ .............42 4.2.2Analysisofusers’satisfactiontowardsthetwosetsoftextbooks?。 43 4.3ResultsfromtheNeedsAnalysisQuestionnaires.?...?..?...?.?...?49 4.3.1Resultsfromstudents’targetneeds.?..?.??.??49 4.3.2Resultsfromstudents’learningneeds.52 4.4Summaryofthefindingsandiscussion?。58 ChapterFiveConclusion............................................ ........64 5.1Majorfindingsofthestudy?64 5.2Implicationsofthestudy??65 5.3LimitationsoftheStudy??.66 Bibliography..................................................... ................68 AppendixI......................................................................73 Appendix】 [【......................................................................75 Appendix???78 ?1 浙江大学硕士学位论文 ChapterOneIntroduction ChapterOneIntroduction I.IResearchbackground Itisbelievedthatlistening,asamajorchanneloflanguageinput,shouldbe a_ttachedmoreimportanceoinlanguageteachingandlearning,especiallyinthe r stagesoflanguageacquisition.Nevertheless,listeningasbeenoverlookedins cond andforeignla guageteachingandlearningforquitealongtime.Bothteachersand studentsconsideredlisteningapassiveprocessinwhichatraditionalmodeof teachingWaSadoptedbyrepeatedlisteningandpracticing.However,listeningis actuallyailactiveprocessinwhichlistenersdonotjustreceivenformationbut constructmeaning. Thankstothedevelopmentofworldeconomicglobalizationandincreasingly ffequemexchangemongpeopleamongdifferentcountriesandcultures,listeningand speakingplayasignificantroleincommunicationandaleespeciallyimportanto EnglishmajorsbecausemanyofthemwillengageinEnglish?relatedjobsafter graduation,namely,foreigntrade,education,diplomacy,media,etc.Moreover,the cultivationofstudents’capacityforactuallanguageusehasbeenthecentralgoalof languageteaching.Effectivetrain nginlistening,avitalp rtoflanguageskills,laysa solidfoundationforlanguagelearning.Therecentyears,hence,havewitnessedth pro印eritrofEFLlisteningresearchesinChina. XuandXiao2001pointouthatinChina,lackofthecontextforEnglish learningindicatesthateachingmaterialsarethemainsourcesoflanguageinput. Listeningtextbooksarethusthecoreofthelisteningcoursesandparticularly importantforclassroominstructionandcultivationofstudents’listeningskill.Sincea largeamountoflisteningtextbooksemergeintothemarketspeciallyfterthe revisionofE glishCurriculumRequirementsforE glishMajorsin2000,thereisan urgentneedtOevaluatetheset xtbookstopromotelisteningteachingandlearning. 1.2Purposeandjustificationofthestudy ThepresentstudyistoconductacomprehensivevaluationofthetwosetsofEFL listeningtextbooksusedbyEnglishmajorsinChinab sedonanewlistening 塑坚奎兰堡主堂垡丝墨 壁竺!竺塑!垫壁坚!笪竺。‘‘???’’。。。。。。 ‘??????’。。。‘。。。??????-____?????___________-__?________-。 _--._______--___________-___---?-__二二______??????????一一一 textbookevaluationframeworkforEnglishmajorsconslructedbytheauthor.Tobe specific,thiss udytriestoinvestigatewhethertheEnglishmajorsareatisfiedw th thecurrentlyin-uselisteningtextbooksandwhetherthetwosetsoflisteni ng textbooksCanmeets udents’needs. Comparedwithitsprosperityabroad,materialsevaluationath mestartedlate, whichleadstothedisjunctionbetweenthexistingtheoriesandtheactualneedsfor evaluation.Itmeansthatstudiesontextbookcompilationndevaluationhavenot beenwidelyconductedinChina,andthathereislessresearchesintolistening textbooks.Facedwiththflourishingpublicationoflisteningtextbooksf rEnglish majors,weneedtOinvestigatewhethertheset xtbooksCanreallymeetstudents’ needs.Furthermore,thisstudyisnotonlyallevaluationoflisteningtextbooksbutal o aconstructionofalisteningtextbookevaluationframeworkforEnglishmajors,which isexpectedtoenrichthetheoriesofmaterialsevaluation. Thepresentstudyisofsignificancebecausealisteningtextbookevaluation frameworkiSconstructedbasonthematerialsevaluationchecklistsandcri teria proposedbyresearchersandexpertswithafewslightmodificationstomakeit suitablefortheChinesecontextoflisteninglearningofEnglishmajors.Itishoped thatthistudywillinspirethtextbookcompilerstosomeextenttorealizethe strengthsandweaknessesofthetwosetsoflisteningtextbooksandwillprovidesome suggestionsforli teningtextbooksrevisionandcompilation.Besides,thisstudyis expectedtogiveadviceforteacherstomakeb tteruseofthetwosetsoflistening textbooks. 1.3Overviewofthestudy Thepresentstudyconsistsofiveparts. ChapterOneprovidesabriefintroductionto hestudy,includingthebackground, purposeandjustification,aswell硒alloverviewofthepaper. ChapterTwopresentsaliteraturereviewandtheoreticalfoundationforlistening comprehension,listeningtextbooks,materialsevaluation,needsanalysi sandthena workingmodelforthepresentstudyisconstructedtoevaluatethecurrentlyin-use 2 浙江大学硕士学位论文 ChapterOneIntroduction listeningtextbooksf rEnglishmajors. ChapterTh eeisconcernedwiththeintroductiontoresearchmethodology, covetingtheresearchquestions.instruments邪 wellasproceduresofthepresent study. ChapterFourp esentsandiscussesthresultsofthestudy.Resultsfrominternal analysis狐 wellasdatafromquestionnairesandneedsanalysisarediscussedind tails andthentheresearchquestionsareansweredaccordingtotheresults. ChapterFivegivesaconclusionofthestudyb summarizingthemajorfindings, proposinglimitationsandimplications,andprovidingsuggestionsforfurtherstudy. 3 ChapterTwoLiteratureRenew 2.1Listeningcomprehension 2.1.1Definitionoflistening Listeningcomprehensionisaverycomplexprocess.Overthepastseveralyears, manyscholarshaveproposeddefinitionsofli tening.Just船 Rost2005mentionsin hisresearch,whenweardefininglistening,wetendtofocusonthoseaspectsofit thataremostconsistentwithourwayoflookingattheworld. AccordingtoJohnson1951,listeningis“theabilitytounderstandandrespond effectivelytospokenlanguage”.Underwood1989defineslisteningas‘'thactivity ofpayingattentionoandtrymgto etmeaningfromsomethingwehear”.Rost2005 putsforwardfourorientations:receptive,constructive,collaborativeand transformative.Intheorientationofreceptive,listeningisrece vingwhatthespeaker actuallysays;intheconstructive,listeningisconstructingandrepresentingmeaning; inthecollaborative,listeningisnegotiatingmea ingwiththespeakerandesponding; andinthetransformative,listeningiscreatingmeaningthroughinvolvement, imaginationndempathy.Purdy1997definesl steningas‘'theactiveandynamic processofattending,perceiving,interpreting,remembering,andrespondingtoother people’Sverbalandnonverbalexpressions,needs,CO/lCa711Sandinform tion.’’ Fromthedefmitionsme tionedabove,itcallbeconcludedthatlistenersfiremore thaninformationreceivers,andthatlisteningisbynomeansapassiveprocess.Itisa complexandactiveprocessinwhichlistenersmu tattendtospeechsoundsand understandhem.Fromthepragmaticpo ntofview,listenersdo otsimply understandwor s.Theyarenotaperecorders.Theyareactiveparticipantswho understandandcreatem aningbyrelatingtheinputtotheirp iorlinguisticand non?linguisticknowledgeinaspecificcontext.Inheprocessoflistening,‘‘the listenermustdiscriminatebe佃e nsounds,understandvocabularyandgrammatical structures,interpretstr ssandin onation,retainwhaW sgatheredinalloftheabove, andinterpretitwithintheimmediateaswellasthelargesocioculturalcontextofthe utterance.”Vandergrifl,1999 4 浙江大学硕士学位论文 ChapterTwoLiteratureReview Listeningcomprehensionisnotsimplyaprocessofdecodinglanguage.Buck 2011holdsthatmeaningis otsomethinginthetextthatthelistenerhastOextract, butisconstructedbythelistenerinanactiveprocessofinferencea dhypothesis building,whichind atesthatit isallinferentialprocessofconstructingand modifyingan terpretationofwhatthetextisabout. 2.1.2Schematheoryandmodelsoflisteningcomprehension 2.1.2.1Schematheory Listening,ashasbeenmentionedabove,isanactiveprocessinwhichlisteners attendtOtheinputandconstructmeaning.Accordingtocognitivepsychology, informationisst redintheformofschemainourminds.Interpretationofme n g resultsfromtheinteractionbetweenthelanguageinputandthexistingknowledge. OverthepastwOdecades,thesc matheoryWasusedtostudyforeignla guage reading.Inrecentyears,scholarsavefoundouthati isalsoapplicabletolistening research. Bartlett1932firstdefinestheterm“schema'’as“锄activeorg nizationofpast reactionsandpastexperiences”inhiworkRemembering.Bartlettholdsthati isa processinwhicht einformations oredi learners’mindsinteractswiththenew information1932.Withthedevelopmentofcognitivepsychology,Rumelhart1980 furtherd finesschemaas‘‘adatastructurefo epresentingthegeneticconcepts storedinmemolF’.Hesuggeststhatchemaispriorknowledgepacketedintounitsin ourminds.Schemataarestructuresforepresentingknowledgeinmemory,including knowledgeaboutgeneralconcepts,situations,events,sequencesofevents,actions, sequencesofactions,etc.Buck,2011. Accordingtotheschematheory,listeners’backgroundknowledgeplaysakeyrole inlisteningcomprehension.Meaningcannotbeextractedfromthelisteninginput itself,butratherf omtheinteractionbetweenthelistenerandthelisteningteaching materials,whichindicatesfurtherthatlisteningcomprehensionisanactiveprocessof meaningconstruction.W11ilelisten ng,listenersac ivateonlyasmallportionof schematathattheythinkimportantoconstructmeaning.However,whenlistenersare confrontedwi hnewinformationthatisirrelevanttothexistingschema,newschema 气 浙江大学硕士学位论文 ChapterTwoLiteratureRenew willbecreated. Carrel1981proposesthatschematacanbecategorizedintowotypes:linguistic schemataandnon-linguisticschemata,withthelat erbeingsubdividedintoformal schematandcontentschemata.Linguisticschematarefertolisteners’pho nemic, lexicalandsyntacticknowledge,etc.Formals hematreferto‘‘background knowledgeofthformal,rhetoricalorganizationalstructuresofdifferenttypesof text'’Carrel,1983.Inotherwords,formalschemataarehebackgroundknowledge abouthowdifferentg resarepresented.Contentschema a,alsoknownastopic schemata,refertothebackgroundknowledgeofthecontentareaofatext,suchasa textaboutaweddingceremony,springfestival,theeducationofChina,tablemanners andSOforth.Listenersuseschemaexistingknowledgetopr dictwhattheywillhe瓯 whichindicatesthattosomeextent,listeningcomprehensiondependsonthequality oflisteners’backgroundknowledgeAnderson,1985. 2.1.2.2Modelsoflisteningcomprehension Basedontheschematheory,threekindsofmodelsageusedininformation processing:thebot om-upodel.thetop?downmodelandtheinteractivemodel.The terms“bottom?up”a