1. 毕业设计（论文）主要内容：

l2acquisition cannot take place without language input, and textbooks serve asthe primary form of input for learners, especially in the foreign languagecontext. in mainland china, learners of l2 english have little natural exposureto the target language. textbooks are the main source of l2 exposure for l2learners. more importantly, the ministry of education of china stipulated thatthe study of english was a compulsory subject through the university education,both for english majors and english minors. however, the abundance of englishtextbooks available on the current educational market does not make it easy forteachers to select appropriate textbooks for the courses they teach. the choiceof textbooks may be closely associated with the achievement of teachingobjectives. to choose the textbooks that best contribute to english teaching,it is paramount to carry out an assessment based on valid and reliableprinciples or approaches.

therefore,this study conducts a retrospective evaluation of two college englishcoursebooks which have been widely used throughout mainland china--contemporary college english and a new english course. the textbookevaluation aims to measure the actual effects of these two coursebooks onusers, namely, english-major and english-minor undergraduate students inchina.

thepresent textbook evaluation applies the mcdonough amp; shaw’s (2003) two-multidimensionalevaluation model of english language teaching materials through the checklistmethod. the actual assessment includes two procedures. the first procedureis an external overview of how the two course books have been organised asclaimed by their writers or publishers through the cover, table of contentsstatements, and introduction. the second procedure is an internalevaluation aimed at examining how far the coursebooks live up to the claimsstated by their writers with respect to a variety of features (such as the presentationof language skills in the coursebooks, authenticity of dialogues or exercises,etc.). based on the two procedures of assessment above, the researcher canconduct an overall evaluation that generalizes the suitability of thecoursebooks for teachers and learners. in addition, an informal interviewdesigned for the coursebook users will be carried out to portray the first-handinformation about the feedback, namely, how the teachers and the studentsidentify strengths and shortcomings in the two coursebooks within a givenformal instructional context.

2. 毕业设计（论文）主要任务及要求

1. searchonline and choose the classic and the recent literature to work on. focus onthe development of university-level english education in china, courseoutlines, foreign language majors program details, admission policies, and themainstream of textbook evaluation approaches, etc. the total number of theliterature is no less than 15 pieces, of which the number of englishliterature is no less than 7 pieces.

2.search for the related resources to identify the topic for the thesis. what isyour research aim? what is/are your research question(s)?

3.read the original literature and work out the outline, including the researchproposal and literature review.

3. 毕业设计（论文）完成任务的计划与安排

before 15thjanuary: settlement of the title.

before25th february: submission of the outline.

before25th april: submission of the first draft.

4. 主要参考文献

[1] ahmadi,a. amp; derakhshan, a. efl teachers' perceptionstowards textbook evaluation [j]. theory and practice in language studies, 2016, 6(2), 12-25.

[2]asadi, m., kiany, g. r., akbari, r., amp; samar, r.g. program evaluation of the new english textbook inthe iranian ministry of education [j]. theoryand practice in language studies, 2016, 6(2), 26-30.

[3]hooman, y. the evaluation of iranian efl textbooks from postmethod principles pedagogy [j]. theory and practice in language studies,2014, 4(5), 60-65.