英语阅读教材难度两种评价方法述评  

On the Two Evaluation Methods of English Reading Teaching Material Difficulty

作　　者：佟兆俊[1] 

机构地区：[1]东北财经大学国际商务外语学院,辽宁大连116025

出　　处：《齐齐哈尔师范高等专科学校学报》2009年第6期123-125,共3页Journal of Qiqihar Junior Teachers College

摘　　要：教材难度评价一直是阅读教学理论与实践关注焦点之一,多年来已形成以难度系数法和水平评估法为主导的两种评价方法。前者通过句长测量句法难度,通过词长或词频测量语义难度,得出文本的阅读难度值;后者则根据"文本"因素,凭主观经验判断材料的难度。本文旨在介绍比较两种方法异同,探讨如何利用这两种方法改进我国大学英语阅读教材的难度评价,从而在不增加教学投入情况下有效提高教学效率与水平。The evaluation of teaching mateials＇ difficulty has always been one of focus in the theory and practice of reading teaching, which contains two means ： difficulty level and level evaluation.By measuring the syntax and the semanticdifficulty ,the former words out the degree of reading difficulty in the length of dialogue and words or words frequency;the latter decides the difficulty by experience and texuary factors.The paper aims to introduce the difference of the two methods and discuss how to improve the evaluation difficulty of college English reading materials by using these methods,in order to improve the teaching effectiveness and level without adding teaching investment.

关 键 词：阅读教材 难度评价 难度系数法 水平评估法 

分 类 号：H319.3[语言文字—英语]