Chapter One Introduction
1.1Background of the Study
Researches on second language (L2) writing focus on both product and processteaching approaches presenting from four perspectives: (1) general researches onwriting process; (2) first language (L1) use in L2; (3) relationship between L2proficiency and L2 writing; (4) writing strategy research (Wen & Guo, 1998).Researchers in the field of applied linguistics have shown great interest in L2 writing.Internationally, L2 writing gradually developed into an independent field ofdisciplinary inquiry in the late 20th century with its own defined domain (Kroll 2017;Silva & Matsuda, 2017).Nowadays, English writing and English teaching material research has gotten theattention of Chinese scholars, and the researches of EFL writing develop quickly in China. The researches involve EFL writing teaching, writing process, writing context,reader feedback, research review, testing (Qin, 2017). Among them, few researchesfor the English writing teaching materials, especially the students’ point of view hasnot been paid due attention.
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1.2 Statement of the Problem
As the important role of English writing in college English education has beenincreasingly recognized by the English education community in China, how toenhance college students’ writing ability by the proper usage of college Englishtextbooks in teaching practice has remained an important and pressing issue. In theprocess of language learning, textbooks are the basis on which teachers’ teachingactivities are organized as well as the main source from which students obtainlanguage skills and learning strategies. English writing learning is no exception. Toimprove students’ writing skills, the role that college English textbooks play cannot beneglected. Thus, in the recent years, much more attention has been paid to EFLwriting and English teaching material evaluation. But the research is not enough.Lots of English writing textbooks are available, but few English writing coursesare offered in universities. English writing textbooks are not widely used. It isassumed that students’ English writing skills are mainly acquired from the CollegeEnglish Course by using the writing sections in college English textbooks. CollegeEnglish textbook is used most widely in students’ learning process. Among theresearches, almost all the attention has been paid to English writing textbookevaluation, but not the evaluation of writing sections in College English Textbooks.Thus, the role of writing sections in College English textbooks deserves moreattention.
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Chapter Two The Review of the Literature
2.1 Definition of Teaching Material Evaluation
In Longman Dictionary of Contemporary English, evaluation is “the act ofconsidering something to decide how useful or valuable it is, or a document in whichthis is done” (2017: 637). Evaluation uses tests, observations, ratings and valuejudgments. That means evaluation is not only a process of obtaining information, butalso a decision-making process (Nunan, 1991).In general, for teaching materials, evaluation refers to a matter of judging thesuitability of materials for a particular purpose (e.g. students’ needs, teachers’ needs,teaching aims) through the systematic gathering and analysis of information(Hut，英语论文，英语论文题目
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