英语论文网

d teaching behaviors ofstudents and teachers. To a large extent, the design mode of the materials determines the teachingmode in the class while the latter greatly determines students’ learning behavior mode. In general,materials are indispensable media for teachers and students to understand the teaching syllabus.”What’s more, at present, the teaching methodologies are rich and varied, especially theCommunication Method which is popular and has influenced deeply many aspects of the languageteaching, but textbooks are still treated as the core of the curriculum. There are not any othereducational media that are more suitable for the teachers to use. Textbooks are still the first choiceof educational administrators and teachers.
Nowadays, all kinds of college English textbooks have mushroomed throughout China, suchas New College English (Foreign Language Teaching and Research Press, 1999), The 21st CenturyCollege English (Fudan University Press and Higher Education Press, 1999), New Horizon CollegeEnglish (Foreign Language Teaching and Research Press, 2002), College Experiencing English(Higher Education Press, 2002) and College English (New) (Shanghai Foreign LanguageEducation Press, 2001). However, Fang Yi (2000, p. 56) presented, textbook is the core of collegeEnglish teaching and learning and concerns millions of students in more than 1200 higher instituteswith different aims and student resources, so it is hard for the existing textbooks available in themarket to fully satisfy the need of the every college and university and impel decision-makers tosort out those that best match their students. Therefore, the significance of textbook evaluation isself-evident. Teachers have to compare and evaluate different existing textbooks for selecting anappropriate one. Though no textbook fits all the students, it can be suitable for the majority.

Chapter Two Literature Review

This chapter mainly clarifies the concept of textbook and textbook evaluation and providessome criteria of textbook evaluation. Meanwhile, some empirical researches about textbookevaluation are mentioned.

2.1 Textbook

2.1.1 Definition of the Textbook
People usually think of what is used by students in class as textbook. In the past, in a narrowsense, textbook only refers to those solitary materials. Nowadays, in a broad sense, textbook notonly includes materials used in classroom teaching, but also all the other materials, such asdictionaries, CD-ROMs, grammar books, pictures, cassettes, videos, photocopied and otheroriginal materials. The terms about the textbook are often used interchangeably, such ascoursebooks, courses and materials. We hold, however, that textbooks are often treated as the corematerials for a certain programmed course (Cheng, 2002, p. 11).Alan Cunningsworth, a renowned textbook evaluator, states that textbooks are best treated astools to achieve goals and objectives that have already been set in accordance with the learners’needs (Cunningsworth, 2002, p. 7).Tomlinson defines textbook as something providing the core materials for a course and it aimsto provide as much information as possible in one book and is so designed that it could serve as theonly book which the learners necessarily use during a course and such a book usually includeswork on grammar, vocabulary, pronunciation, functions and the skills of reading, writing, listeningand speaking (Tomlin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。