| Chapter One Introduction | 第1-15页 |
| ·ELT material development and evaluation | 第10-12页 |
| ·Purpose of the present study | 第12-13页 |
| ·Overall structure of the thesis | 第13-15页 |
| Chapter Two: Literature Review | 第15-30页 |
| ·Theoretical principles for material development and evaluation | 第15-22页 |
| ·Linguistic theories | 第15-16页 |
| ·Language learning theories | 第16-19页 |
| ·Syllabus theories | 第19-22页 |
| ·Criteria for material evaluation | 第22-25页 |
| ·Hutchinson & Water's criteria | 第22-23页 |
| ·Cunningsworth's criteria | 第23-24页 |
| ·Grant's criteria | 第24-25页 |
| ·Approaches to task evaluation in ELT materials | 第25-28页 |
| ·Task defined in the present evaluation | 第25-26页 |
| ·Nunan and Ellis's approach to task evaluation | 第26页 |
| ·Littlejohn's approach to task evaluation | 第26-28页 |
| ·A working model of evaluation and the coursebook to be evaluated | 第28-30页 |
| Chapter Three: Preliminary evaluation of New Horizon College English | 第30-47页 |
| ·Coursebook package of NHCE | 第30-31页 |
| ·Compiler's claims | 第31-32页 |
| ·Item analysis of NHCE | 第32-38页 |
| ·Vocabulary | 第32-34页 |
| ·Grammar | 第34页 |
| ·Skills | 第34-35页 |
| ·Social-cultural content | 第35-37页 |
| ·Language input and output | 第37-38页 |
| ·Variety of the texts | 第38页 |
| ·Task evaluation | 第38-47页 |
| ·Types of task found in NHCE | 第39页 |
| ·Overall analysis of the task types | 第39-44页 |
| ·Analysis of the extent to which these tasks promote communicative use of the language learned | 第44-45页 |
| ·Analysis of the extent to which theses tasks meet students' need | 第45-47页 |
| Chapter Four: In-use evaluation of New Horizon College English | 第47-68页 |
| ·Evaluation design | 第47-49页 |
| ·Subjects | 第47-48页 |
| ·Instruments and procedures | 第48-49页 |
| ·Data analysis | 第49-68页 |
| ·Studnets' views towards the overall features of NHCE | 第49-51页 |
| ·Students' views towards the frequently-adopted classroom procedure of task performance | 第51-52页 |
| ·Students' views towards the pedagogical value of the tasks evaluated | 第52-54页 |
| ·Analysis of variance (ANOVA) concerning the interest and learning value of the tasks evaluated | 第54-64页 |
| ·Analysis of the free responses from students and teachers | 第64-68页 |
| Chapter Five: Discussions and Findings | 第68-74页 |
| ·Strengthens of NHCE | 第68-71页 |
| ·Large amount of input and output | 第68-69页 |
| ·Training in skills development | 第69-70页 |
| ·Bearing learning value in the tasks designed | 第70-71页 |
| ·Weaknesses of NHCE | 第71-74页 |
| ·Relatively- biased cultural orientation | 第71-72页 |
| ·Lack of cooperative learning model | 第72页 |
| ·Lack of variety and communicative principle in task design | 第72-74页 |
| Chapter Six: Conclusion | 第74-77页 |
| ·Conclusion | 第74-75页 |
| ·Implications | 第75页 |
| ·Limitations | 第75-77页 |
| Bibliography | 第77-81页 |
| Appendix | 第81-90页 |
| Acknowledgements | 第90页 |
