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r's cognitive characteristics and conclude the aspects from which thematching or mismatching can be judged. Therefore, there is a need to gain an insiderperspective on coursebook evaluation, which entails the investigation on the specificlearning tasks of the coursebooks. Another prerequisite is that，since the matching isbetween coursebooks and learner's cognitive characteristics, learner's perspectives onand perceptions of the coursebooks should be the point of departure of the study.

1.2 The significance and purpose of the research
A coursebook is a basic and main tool for teaching and learning. It provides thelanguage content and embodies the teaching and learning methodologies, which has adirect bearing on classroom practice. With many English coursebooks available, theselection of the right coursebook becomes a challenging task. Policymakers andteachers of junior high schools are often confused and overwhelmed by their variety.Therefore, an effective coursebook evaluation scheme is in urgent need.However, the previous studies did not get into the cognitive aspect of learning, mainly the level of difficulty that coursebooks pose on learner's cognition. Most ofthe evaluation schemes, including those of Cunningsworth and Hutchinson & Waters,are superficial assessment.A sensible selection of English coursebooks is based on an informed evaluation,in which the most crucial is the systematic assessment of the level of difficulty ofcoursebooks to test the matching of the coursebooks to learner's cognitiondevelopment. Furthermore, as a coursebook consists of a series of learning tasks, thestudy of coursebook difficulty should start from its individual learning tasks. Theproblem lies in how to evaluate the level of difficulty and from which aspects.

Chapter Two Literature Review

2.1 Coursebook Evaluation
At the very beginning, it is necessary to distinguish three synonyms that areoften randomly used in ELT field, “material”，“textbook，，and “coursebook”. Thoughthese three words all concern the thing used to facilitate learning, they are different inscope.“Material” is the upper word, referring to anything used by teachers or studentsto facilitate learning. It encompasses textbook and coursebook.Usually, the term “textbook” is applied to both coursebooks, which typicallyaim to cover all aspects of the language, and supplementary textbooks devoted toparticular topics or skill areas (Grant, 1987:12). However, the connotation of textbookis expanded with the development of ELT study. Brian Tomlinson (1998:26) claimsthat textbook has evolved into all sorts of language materials used by the teachers tofacilitate the students' study, including audio cassettes, videos, CD-ROMs,dictionaries，grammar books，readers, workbook, teacher's book, photocopiablematerials, flashcards, and other authentic materials, such as newspaper, magazines,photographs, advertisements, radio/TV programs and learning materials used on theinternet etc. Therefore, in some cases the term “textbook” is used in its broad sense toreplace "material".

Chapter Three The Design of the Research............ 30-37
    3.1 The research objectives........... 30
    3.2 Subjects........... 30-31
    3.3 The research instruments........... 31-34
    3.4 The research procedure........... 34-35 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。