本文選題：商務(wù)英語 + 新編劍橋商務(wù)英語��； 參考：《廣東外語外貿(mào)大學(xué)》2017年碩士論文

【摘要】：教材對于教學(xué)實踐起著至關(guān)重要的作用,因而選擇合適的教材相當必要。如今,越來越多的商務(wù)英語教材在市場上出版,使得選擇合適的商務(wù)英語教材成為了當務(wù)之急。選擇一本合適的教材之前需要對教材進行綜合評估。然而,目前對商務(wù)英語教材評估的研究非常有限,且商務(wù)英語教材的評價標準仍未確立。相當數(shù)量的研究通過將商務(wù)英語教材與為普通英語教材評價而設(shè)計的評估表作對比來評價商務(wù)英語教材。然而,商務(wù)英語與普通英語教材大有不同,因而商務(wù)英語教材的評價應(yīng)有其獨特的方式。另外,這類研究大多為定性分析,可能會涉及到評估者的主觀因素,從而導(dǎo)致評估結(jié)果不可靠。本研究試運用語料庫分析工具對專為劍橋商務(wù)英語證書考試而編寫的商務(wù)英語教材《新編劍橋商務(wù)英語》(初級,中級,高級)(以下簡稱《新編》)進行客觀評價。鑒于詞匯知識對學(xué)習(xí)者語言能力發(fā)展的重要性,評價從學(xué)習(xí)者詞匯習(xí)得這一角度進行。基于Krashen的輸入假設(shè)理論和Nagy等人的詞匯附帶習(xí)得理論,本研究從三個方面對《新編》展開評價:(1)教材課文就詞匯方面的可理解性如何?(2)教材課文就詞匯方面的難度分布是否合理?(3)教材課文中生詞的復(fù)現(xiàn)是否足夠?研究結(jié)果表明:(1)該教材初級和中級課本中的課文就詞匯方面對目標學(xué)習(xí)者來說不可理解,而高級課本中的課文就詞匯方面對目標學(xué)習(xí)者來說可理解;(2)該教材課文就詞匯方面的難度無論是在每本書內(nèi)部還是從三本書(初級,中級,高級)整體上來說都分布得不合理;(3)該教材(初級,中級,高級)課文中生詞的復(fù)現(xiàn)對于幫助學(xué)生習(xí)得生詞來說不足。總體而言,《新編》這套教材在促進學(xué)習(xí)者的詞匯習(xí)得方面仍有很大的改進余地:(1)課文中的詞匯應(yīng)覆蓋目標學(xué)習(xí)者已有詞匯的98%以上以幫助其在理解課文的基礎(chǔ)上習(xí)得生詞;(2)課文的難度應(yīng)以由易到難的順序依次排列以幫助學(xué)習(xí)者循序漸進地習(xí)得生詞;(3)課文中的生詞應(yīng)重復(fù)出現(xiàn)5次以上以幫助學(xué)習(xí)者記住生詞。
[Abstract]:Teaching materials play an important role in teaching practice, so it is necessary to choose suitable teaching materials. Nowadays, more and more business English textbooks are published in the market. A comprehensive evaluation of the textbook is needed before choosing a suitable textbook. However, the current research on the evaluation of business English textbooks is very limited, and the evaluation criteria of business English textbooks have not been established. A considerable number of studies have compared business English textbooks with the assessment tables designed for the evaluation of general English textbooks to evaluate business English textbooks. However, business English is quite different from general English textbooks, so the evaluation of business English textbooks should have its own unique way. In addition, most of these studies are qualitative analysis, which may involve subjective factors of evaluators, which leads to unreliable evaluation results. This study uses corpus analysis tools to make an objective evaluation of the Business English textbook "New Cambridge Business English" (elementary, intermediate and advanced) written for the Cambridge Business English Certificate examination (hereinafter referred to as "the New Edition"). In view of the importance of lexical knowledge to the development of learners' language competence, the evaluation is carried out from the perspective of learners' vocabulary acquisition. Based on Krashen's input hypothesis theory and Nagy's incidental vocabulary acquisition theory, This study evaluates the "New compilation" from three aspects: (1) how can the text understand the vocabulary? (2) is the distribution of difficulty in the vocabulary of the text reasonable? (3) is it sufficient to reproduce the new words in the text? The results show that: 1) the texts in the primary and intermediate textbooks are not comprehensible to the target learners in terms of vocabulary. And the text in the advanced textbook is understandable to the target learners in terms of vocabulary) the difficulty of the text in terms of vocabulary, whether within each book or in three books (primary, intermediate, The reproduction of new words in the textbook (primary, intermediate and advanced) is insufficient to help students acquire new words. Overall, the new textbook still has a lot of room for improvement in promoting learners' vocabulary acquisition.) the vocabulary in the text should cover more than 98% of the target learners' existing vocabulary in order to help them understand the text. The difficulty of the text should be arranged from easy to difficult in order to help learners to acquire new words gradually.) the new words in the text should be repeated more than five times in order to help learners remember the new words.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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