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r />     3.5 Data analysis methods...........35-37
Chapter Four Results Report........... 37-51
    4.1 Results report of the seven instruments........... 37-50
        4.1.1 I1:Instant Evaluation by students........... 37-38
        4.1.2 I2:Evaluation Questionnaire........... 38-42
        4.1.3 I3:Interview with students........... 42-43
        4.1.4 I4:Test........... 43-46
        4.1.5 I5:Instant Evaluation by teachers........... 46-47
        4.1.6 I6:Evaluation Questionnair........... 47-48
        4.1.7 I7:Interview with teachers........... 48-50
    4.2 A summary........... 50-51
Chapter Five Discussion and Findings........... 51-71
    5.1 Analysis of the eight descriptors ...........51-66
5.2 Analysis of the newly-found descriptors........... 66-71

Conclusion

The table above demonstrates that of the eight descriptors, six of them arefound valid according to data collected in the experiment, though some of theirconnotation is expanded. There isn't sufficient evidence to prove that "density ofwriting tasks” and “inquiry” are effective predictors of coursebook difficulty levels.At the same time, both learners and teachers perceive output load and continuitybetween tasks as contributing factors. All the factors elicited from learners andteachers can find clues in previous research, which adds to the validity of these factors.Therefore, based on this experiment。
From this study, four guidelines can be reasonably summarized for the sake ofpromoting coursebook development and evaluation.Learners and teachers, as the everyday consumers of the coursebook，should betreated as the point of departure in developing and evaluating coursebooks. Scientificcoursebook development should follow a rigorous four-step procedure: (1) needsanalysis to discover students' needs and expectations; (2) compiling the book byinviting specialists to write corresponding parts according to learner's feedback; (3)classroom trial and evaluation with the help of the teachers; and (4) on-goingmodification and update. Currently, the importance of learners and teachers incoursebook development and evaluation is always underestimated.For the sake of facilitating learning, coursebook difficulty should be set at amoderate level, with appropriate linguistic demands and cognitive processingdemands. As teachers and students report in the interviews, simplicity will lead to noprogress; difficulty not only inhibits learners from learning knowledge effectively, butalso reduces learners’ interest in learning.

Bibliography
1McDonough, J. & Christopher, S. 2004. Materials www.51lunwen.org/sampleenglishpaper/ and Methods in ELT: A Teacher ’sGuide, Beijing: Peking University Press.
2Nunan, D. 1989. Designing Tasks for the Communicative Classroom? Cambridge:Cambridge University Press.
3Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.
4Brindley, G 1987. Factors affecting task difficulty. In D. Nunan 1987，Guidelines forthe Development of Curriculum Resources. Adelaide: National c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。