《新視野》與《新標準》大學英語詞匯外部對比研究

項目名稱：《新標準大學英語》與《新視野大學英語》讀寫教程對比評估

基金來源：第五批中國外語教育基金項目。

摘 要：本文主要從外部評估的角度評價《新標準大學英語》與《新視野大學英語》詞匯各個方面的不同，通過外部問卷和訪談了解師生使用教材后對詞匯總量，學習方法方面的評價，定量定性研究相印證，目的是為使用該教材的老師提供參考。

關(guān)鍵詞: 教材評估；詞匯；老師的滿意度

作者簡介：

黃 潔，女，1978年出生，祖籍河北，講師，碩士，任教于西安工業(yè)大學外語學院，研究方向英語語言學及應(yīng)用語言學。

劉改琳：女，1965年出生，教授，碩導。祖籍陜西，西安工業(yè)大學外語學院，研究方向英語語言學及應(yīng)用語言學。

As Dubin and Olshtain (1986) state， it is also necessary to gather subjective information to gain additional insights into how teachable and learnable the vocabularies in New Horizon College English (NHCE) and the New Standard College English (NSCE) really are. Therefore， this paper gathers and analyzes the results on every aspect of the words by means of teachers’ questionnaires and interviews through the external evaluation.

In this part， the statistics about the new words collected from the teachers’ questionnaires will be analyzed， and the information collected from their interviews will be discussed to find out the reasons for such results.

In the table 1 two parts are included. The lower part is the original statistics of the results， and the upper part is a histogram of the same statistics to show the difference of ratio vividly. “A” stands for “satisfied”， “B” for “basically satisfied”， “C” for “unsatisfied”. The white column stands for the ratios of NHCE， the grey for ratios of NSCE， and the black for the ratio difference gained by the ratio of NHCE minus that of NSCE.

Table 1 Teachers’ satisfactions towards the volume of vocabulary from the Questionnaires

From the Table 1， for the new word volume， 81% of the teachers using NHCE and 82% of the teachers using NSCE（1% higher）choose choice “A” to show their satisfaction towards this aspect; 19% of the teachers using NHCE and 18% of the teachers using NSCE (1% lower) choose “B” to show their basic satisfaction; no teachers choose “C” to show their dissatisfaction. Therefore， as there is only 1% higher of choice “B” of NHCE than NSCE and 1% higher of choice \"A\" it shows NSCE is a bit better in the word volume than in NHCE. In the interviews， most teachers say there are a lot of words listed in the books a. They are afraid that so many new words can be a big obstacle for the students and some students give up English study because of that. Therefore， not only students but also some teachers think the large amount of the vocabularies is a big problem. However， other teachers think there should be enough new words in the books as the words are the base of learning English， and it is not a problem if the students really take great efforts to memorize the words.

Table 2 Teachers’ satisfactions towards the way of vocabulary learning from the Questionnaires

For satisfaction towards the wording learning effects， there is a great difference. Teachers of NSCE have much higher level of satisfaction of 79% ratio than 58% of NHCE by 21%， which is the dominant element; therefore 21% more teachers are satisfied with NSCE in the ways of teaching new words. In the interviews， some teachers say although NHCE gives much importance to vocabulary learning， the forms are traditional. On the other hand， some teachers using NSCE tell the author the exercises of vocabulary of NSCE are more diverse and scientific， and NSCE also divides the vocabularies into different groups according to the different requirements of the CECR in the exercises， so the students know what words are important which should be memorized not only the meaning but also the usages.

From the above discussion， there are enough new vocabularies in both of the books to meet teachers’ satisfaction. For the approaches applied in the book to help students learn the vocabularies， more teachers of NSCE have much higher level of satisfaction than that of NHCE.

For the large volume of vocabularies of these two sets of books， although the volume of the words are in accordance with the requirement of learning English， unfortunately， the large size of vocabulary has received some criticism from teachers and students of both books. Therefore， some useful information such as creative methods of memorizing words， the classification of words， the character of words and such things related with the vocabulary should be offered by teachers to provide the solutions of dealing this problem. What’s more， some interesting activities such as Word Puzzle game， word contest and so on should be held among students frequently to arouse the students’ interests of learning vocabularies.

參考文獻:

[1] Dubin. F. Olshtain， E. Course Design [M]. Cambridge: Cambridge University Press， 1986.

[2]程曉堂 《英語教材分析與設(shè)計》[M]，北京:外語教學與研究出版社2003.