2.2 Previous studies on textbook evaluation abroad and at home.4

2.2.1 Studies abroad..4

2.2.1.1 Theoretical research on English textbook evaluation..4

2.2.1.2 Practical research on English textbook evaluation4

2.2.2 Studies at home5

2.2.2.1 Theoretical research on English textbook evaluation..5

2.2.2.2 Practical research on English textbook evaluation6

3 Research Methodology..7

3.1 Research questions7

    3.2 Research subjects..7

3.3 Instruments8

3.3.1 Object analysis8

3.3.2 Questionnaire..8

4 Results and Discussion..10

4.1 Comparison results of the surface structure..10

4.1.1 Comparison of illustrations.10

4.1.2 Comparison of forms of content presentation10

4.1.3 Comparison of subjects.11

4.1.4 Comparison of vocabulary..11

4.1.5 Comparison of assisting teaching resources..11

    4.2 Conclusive Comparison of the deep structure.12

4.2.1 Comparison of education philosophy 12

4.2.1.1 Education philosophy of “Go For It”..12

4.2.1.2 Education philosophy of “New Concept English”13

4.2.2 Comparison of teaching objectives.13

4.2.2.1 Teaching objectives of “Go For It”..13

4.2.2.2 Teaching objectives of “New Concept English”13

4.2.3 Comparison of teaching methods.14

4.2.3.1 Teaching methods of “Go For It”..14

4.2.3.2 Teaching methods of “New Concept English”..15

5 Questionnaire and data analysis.16

5.1 Designing of questionnaire16

5.2 Data analysis on students’ understanding level of different teaching materials.16

5.3 Data analysis on students’ preference of different teaching materials.17

6 Conclusion20

6.1 Major findings of the study.20

6.1.1 The characteristics of DPET and OPME.20

6.1.2 students’ attitudes toward the DPET and OPME.20

6.1.3 The way to use two teaching materials properly. 21

6.2 Implications of the study..21

6.2.1 Implications for the textbook-using teachers.21

6.2.2 Implications for the designing of English textbooks.22

6.3 Limitations of the study22

6.4 Proposals for my further study..22

Reference..23

1. Introduction

1.1 Background of the study

In recent years, in order to enhance the educational competitiveness, more and more Chinese secondary schools use the original foreign textbooks of English as the learning materials of English course, especially in large and medium-sized cities. Compared with the Chinese domestic textbooks, original foreign textbook of English have both advantages and disadvantages. At present, the adoption of the original foreign textbooks of English in China is still at the exploratory stage, for some reasons. First, the differences between Chinese culture and western culture cause some problems in using the original foreign textbooks of English. Second, the current restriction of the teachers’ academic levels makes it much more tough in the Chinese classroom teaching of English. The contents of original foreign textbooks of English must be adapted to the local conditions, while students are taught in accordance to their aptitude and teachers fully consider the situation of our country, and do not blindly copy the original textbooks of English from foreign countries.

1.2 Significance and purpose of the study.