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

【摘要】：教材對(duì)于教學(xué)實(shí)踐起著至關(guān)重要的作用,因而選擇合適的教材相當(dāng)必要。如今,越來(lái)越多的商務(wù)英語(yǔ)教材在市場(chǎng)上出版,使得選擇合適的商務(wù)英語(yǔ)教材成為了當(dāng)務(wù)之急。選擇一本合適的教材之前需要對(duì)教材進(jìn)行綜合評(píng)估。然而,目前對(duì)商務(wù)英語(yǔ)教材評(píng)估的研究非常有限,且商務(wù)英語(yǔ)教材的評(píng)價(jià)標(biāo)準(zhǔn)仍未確立。相當(dāng)數(shù)量的研究通過(guò)將商務(wù)英語(yǔ)教材與為普通英語(yǔ)教材評(píng)價(jià)而設(shè)計(jì)的評(píng)估表作對(duì)比來(lái)評(píng)價(jià)商務(wù)英語(yǔ)教材。然而,商務(wù)英語(yǔ)與普通英語(yǔ)教材大有不同,因而商務(wù)英語(yǔ)教材的評(píng)價(jià)應(yīng)有其獨(dú)特的方式。另外,這類研究大多為定性分析,可能會(huì)涉及到評(píng)估者的主觀因素,從而導(dǎo)致評(píng)估結(jié)果不可靠。本研究試運(yùn)用語(yǔ)料庫(kù)分析工具對(duì)專為劍橋商務(wù)英語(yǔ)證書考試而編寫的商務(wù)英語(yǔ)教材《新編劍橋商務(wù)英語(yǔ)》(初級(jí),中級(jí),高級(jí))(以下簡(jiǎn)稱《新編》)進(jìn)行客觀評(píng)價(jià)。鑒于詞匯知識(shí)對(duì)學(xué)習(xí)者語(yǔ)言能力發(fā)展的重要性,評(píng)價(jià)從學(xué)習(xí)者詞匯習(xí)得這一角度進(jìn)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(gè)方面對(duì)《新編》展開(kāi)評(píng)價(jià):(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(jí)和中級(jí)課本中的課文就詞匯方面對(duì)目標(biāo)學(xué)習(xí)者來(lái)說(shuō)不可理解,而高級(jí)課本中的課文就詞匯方面對(duì)目標(biāo)學(xué)習(xí)者來(lái)說(shuō)可理解;(2)該教材課文就詞匯方面的難度無(wú)論是在每本書內(nèi)部還是從三本書(初級(jí),中級(jí),高級(jí))整體上來(lái)說(shuō)都分布得不合理;(3)該教材(初級(jí),中級(jí),高級(jí))課文中生詞的復(fù)現(xiàn)對(duì)于幫助學(xué)生習(xí)得生詞來(lái)說(shuō)不足。總體而言,《新編》這套教材在促進(jìn)學(xué)習(xí)者的詞匯習(xí)得方面仍有很大的改進(jìn)余地:(1)課文中的詞匯應(yīng)覆蓋目標(biāo)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(jìn)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(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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