Evaluation Of Listening Coursebook Of NHCE Based On College English Curriculum Requirements

Along with the ever increasing importance of listening, the newly issued CECR (College English Curriculum Requirements) makes great emphasis on listening teaching and learning. Meanwhile, listening coursebook as an indispensable and significant element within English curriculum, plays an important role in listening teaching and learning. Correspondingly, evaluation of listening coursebook functions greatly in listening teaching and learning. With regard to the evaluations of teaching coursebook in China, rare evaluation has been conducted on listening coursebooks.In the view of the great importance of listening coursebook, and the previous evaluation studies in China, it's worthwhile to conduct evaluation of existing English listening coursebooks. With the guideline and criterion of CECR and based on Hutchinson and Waters'evaluation theory, this thesis establishes a new evaluation framework to conduct an evaluation of Listening Coursebook of New Horizon College English. The evaluation is carried out to assess whether the listening coursebooks of NHCE meet the requirements of CECR from four perspectives: listening topics & situations, functions & notions, listening skills & strategies and listening tasks & exercises.Finally, the study comes to the conclusion that Listening Coursebook of NHCE can generally meet the requirements of CECR, but there is still great room for improvement. In terms of listening topics and situations, the listening coursebooks involve familiar and daily ones required in CECR for college students, while topics related to students' school life and recreational life are relatively fewer than expected. In terms of communicative functions and notions, the listening coursebooks covering all the required ones in CECR in an effective manner, meet the requirements of CECR quite satisfactorily. In terms of listening skills and strategies, the listening coursebooks involve the core skills and strategies required in CECR, while the presentation of these skills and strategies is not systematical, specific and target-oriented to students, in this regard, the listening coursebooks can meet the requirements of CECR less satisfactorily. In terms of listening tasks and exercises, the listening coursebooks deploy a wild variety of tasks and exercises required in CECR, while the fixed presentation manner can be improved with more flexibility and originality. To a large extent, the listening coursebooks are in line with CECR.Hopefully, the findings of the study can shed some lights on the improvement of the listening coursebook designing and revising.