In-use Evaluation On The Listening Part In New Senior English For China In Undeveloped Areas

This research is about the evaluation on the implement of the listening part of NSEC in undeveloped areas. Although a large number of people have evaluated NSEC, few have ever focused on the listening part. In 2010, this set of textbooks began to be used in Guizhou Province. It is worth noticing that not until 2013 was listening comprehension required as the content of college entrance examination in Guizhou Province. Teaching is, to a large extent, influenced by College Entrance Examination. As a result, listening did not get much attention in Guizhou Province until 2013 and some schools seldom or even never practiced listening comprehension before. Therefore, with the change of the Examination, how teachers teach the listening part and how they help students get adapted to this new situation deserve an in-depth research.By evaluating the listening part of NSEC internally and externally, it aims at solving the four questions below:1. To what extent does the listening part in NSEC meet the requirements of the five aspects in New English Curriculum for Chinese Senior Middle Schools?2. What are the advantages and disadvantages of the listening part in NSEC?3. What are teachers and students’ problems in using the listening part of NSEC? The main research instruments are questionnaires and interviews. There are two questionnaires both for teachers and students, who come from three high school in Bijie of Guizhou Province. Then by analyzing the results from the theoretical evaluation which checks to what extent the listening part meet the needs of ECS and the results from empirical investigation which make clear the teachers’ and students’ opinions on the listening part, the author made some discussions according to the results.The research shows that the listening part in NSEC can basically meet the needs of NCS in the aspects of language knowledge, language skills, affective attitude, learning strategies and cultural awareness. But there are still some drawbacks from the theoretical evaluation and data analysis.With regard to the drawbacks from the theoretical evaluation, there is no apparent distinction about the different level from Book1 to Book5. Also, although the topics are very abundant, some of the students don’t think they are closed to daily lives. What’s more, there are few practice and stress on phonology, such as liaison and intonation. As for the disadvantages in the implement of the listening part, some shortcomings stand out as follows: Firstly, there isn’t enough emphasis on the listening part. Secondly,teachers cut down the listening materials according to how interesting the materials are, how many words and expressions the materials contain and how difficult the tasks are. Thirdly, the equipment of the schools is too bad and there are too many students in one class. Fourthly, most of the teachers are not familiar with ECS.At last the author put forward some suggestions about the adaptation of the listening part and the implement of it.