中英文作为二语教材评价量表学习者相关指标比较研究

A Comparative Study of Learner-Related Indicators of the Evaluation Scale for Chinese and English as a Second Language Teaching Materials

本文对国内中文作为二语、国外英文作为二语两类教材评价量表中的学习者相关指标进行了对比。研究发现,中英文学习者相关指标分布维度相同,在整体设计、形式与配套、文化与国情三个维度上的分布数量无差异,且在各维度上均存在相似的评价内容。二者差异表现为:英文作为二语教材学习者相关指标涉及对插图、指示语的评价,评价内容更为全面,重视练习与活动、文化适配性评价;中文作为二语教材学习者相关指标重视教材使用的便利性评价,并出现了否定句式指标。本文从中获得如下启示:(1)将学习者相关指标分布于多个维度;(2)确保评价内容的全面性,关注重点维度和教材使用便利性评价;(3)重视教材促进学习者全面发展及满足学习者差异化需求的评价。

This paper makes a comparison between learner-related indicators in the evaluation scales of Chinese as a second language teaching materials and English as a second language teaching materials.It is found that both have the same distribution dimensions,with no difference in the number of distributions in the three dimensions of Overall Design,Form and Supporting,and Culture and National Condition,and the presence of similar evaluative content in all dimensions.The differences between the two are:the learner-related indicators of English L2 teaching materials are more comprehensive,emphasizing exercises and activities,and cultural appropriateness;the learner-related indicators of Chinese L2 teaching materials attach importance to the convenience evaluation of the use of teaching materials,and there are negative sentence indicator.Based on the commonalities and differences,the design of learner-related indicators for international Chinese teaching materials provides the following insights:(1)Distribute the learner-related indicators in multiple evaluation dimensions;(2)Ensure comprehensiveness of evaluation content,focus on the key dimensions and ease of use of teaching materials evaluations;(3)Emphasize the evaluation of teaching materials to promote the holistic development of the learner and to meet the needs of learners in terms of their differentiation.