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he Coursebook
Teaching material，as the name implies, refers to materials for teaching. Themeaning of teaching material has both its broad and narrow sense. In a broad sense,teaching material refers to all the teaching materials not only in class but also afterclass，for example, student's book, teacher's book, workbook, video，cassettes,CD-ROMs，newspapers，magazines, photographs, photocopied materials, radio，TVprograms，cards，advertisements, etc. Books that are edited by teachers themselves arealso called teaching materials. Broadly, teaching material includes all material that canfacilitate the learning of language and make them develop skills (程晓棠 2002:1) ?In a narrow sense, teaching material is the cousebook or textbook, which is justpart of material，but is often thought of as the core material for a certain languageprogram (程晓棠 2002:1) . "It acts as a visual record of progress and can thus be apsychological support to the students. It is also useful as a memory aid and forconsolidation of class work at home; at the same time the coursebook can be asyllabus for the teacher" (Seaton，1982:40). Coursebook includes phonetics,vocabulary, grammar, and language skills，such as listening，speaking, reading,writing, and translation, etc. In this thesis, teaching material refers to cousebook ortextbook.
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2.2 Coursebook Evaluation
In this section, definition of coursebook evaluation, purposes of coursebookevaluation, and criteria of coursebook evaluation will be introduced. Evaluation is usually in relation to assessment and testing. The term ofcoursebook evaluation can be defined at various levels, Seaton (1982:59) proposesthat evaluation is the teacher's assessment of a student's abilities in the four languageskills, based on the student's classroom performance, and it consists of "formativeevaluation" and "summative evaluation".Hutchinson and Waters (1987) point out "Evaluation is a matter of judging ttiefitness of something for a particular purpose. Evaluation is，then, concerned withrelative merits. There is no absolute good or bad—only degrees of fitness for therequired Purpose." They regard evaluation as "a matching process: matching needs toavailable solutions."
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Chapter Three Research Methodology.......... 15
3.1 Research Questions.......... 15
3.2 Research Subjects..........   15
3.3 Research Instruments.......... 16
3.4 Research Procedures.......... 17
3.5 Summary 20Chapter Four Results and Discussion.......... 21
4.1 Pre-use Evaluation..........21
4.2 In-use Evaluation..........   38
4.3 Summary 49Chapter Five Conclusion.......... 50
5.1 Major Findings of the Study.......... 50
5.2 Implications of the Study.......... 51
5.3 Limitations of the Study and Suggestions .......... 53

Chapter Four Results and Discussion

4.1 Pre-use Evaluation
Evaluation can take place before a coursebook is used，during its use and afteruse, depending on circumstances and the purposes for which the evaluation is beingundertaken. Although probably the most common, the pre-use evaluation is also themost difficult kind of evaluation as there is no actual experience of using the boo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。