英语论文网

ourses, in which texts and tasks or exercises are included. Textbook difficulty level can be regarded as the reflection of course difficulty level that is “a dynamic progress of the expected teaching achievement, developing from simple to complex, from elementary to advanced, both in range and in depth” (Huang and Wang, 1994). Levels of difficulty are relevant to the teachers and syllabus designers who want to select appropriate materials for learners with different competence (Hou, 2011, pp. 4-5). Evaluating the suitability of a textbook cannot totally depend on curriculum standards, however, because whether a textbook is appropriate relies on users’ subjective judgment and some objective factors, for example, linguistic factors like the ratio of new words, the complexity of sentences structure, the readability of texts, and so on (Zou, 2017). It is necessary  to  consider  both  objective  indexes  and  subjective  experience  in  evaluating textbook’s suitability (Huang and Wang, 1994). 

2.2.1 Studies on Text Readability and Reading Task Difficulty

In the words of Fry (2002), readability is not merely the “ease of reading comprehension due to the style of writing”, but in classrooms also “an objective numerical score obtained by applying a readability formula” (2002, p. 286). There are studies in which formulas are applied to estimate the text readability. Plucinski and Seyedian (2011) have employed the Flesch-Kincaid  Grade  Level  to  examine  the  predicted  readability  of  five  popular introductory Corporate Finance textbooks. Results of T-tests and grade-level estimate are presented to show that the book Fundamentals of Corporate Finance edited by Ross with other two editors is the most readable one with a lowest grade level score than all the others. Schneider (2009) has explored the readability levels of 17 different nationally published textbooks based on Fry’s readability formula. In Schneider’s research, a Micro software is used to analyze the distribution of multisyllabic words and sentence length, through which results  are  got,  revealing  that  the  readability  levels  between  texts  vary  substantially. However,  Schneider  has  mentioned  that  the  grade-level  estimation  should  not  be interpreted too literally, because it is conducted based on a single formula, and readability should not be the only criteria for textbook selection (2009, p. 365). 

CHAPTER THREE   THEORETICAL FOUNDATION AND A REFINED ANALYTICAL FRAMEWORK ............... 25

3.1   The Definition of Needs Analysis ...................... 25

3.2   The Interpretation of Needs ............................... 26

CHAPTER FOUR   RESEARCH METHODOLOGY .............................. 37

4.1   Research Materials ................................. 37

4.2   Research Instruments ................................. 38

CHAPTER FIVE DATA ANALYSIS AND RESEARCH RESULTS ....................... 45

5.1   Relevance Test of Questionnaire Survey ...................... 45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。