A Corpus-Based Study of College English Reading Textbooks—Taking “<i>Ne</i><i>w Horizons College English for Reading and Writing</i> (<i>the Third Edition</i>)” as an Example

本文基于乔·麦克多诺与克里斯托夫·肖(Jo McDonough & Christopher Shaw)的教材评估理论模型，利用语料库软件AntConc软件，以国内知名的大学英语阅读教材《新视野大学英语读写教程(第三版)》为例，对教材评估模型中可量化的部分进行多维度分析，涵盖文本的高频词，文本型例比，语篇长度，平均句长，材料易读度，学术词汇覆盖率等。研究发现在乔·麦克多诺与克里斯托夫·肖(Jo McDonough & Christopher Shaw)的教材评估理论模型下，教材的阅读材料类型的选择，语篇的分级与排序均存在合理与不合理之处，由此对未来国内大学英语阅读教材编写提出启发和建议，并且也为语料库语言学的实际性应用提供了更好的思路。Based on Jo McDonough & Christopher Shaw’s evaluation theory, this paper uses the corpus software AntConc to analyze the textbook in multiple dimensions such as high frequency words, the ratio of word types and tokens, discourse length, average sentence length and readability of the materials, taking the well-known domestic college English reading textbook “New Horizon College English for Reading and Writing (the Third Edition)” as an example. The findings reveal that under McDonough & Shaw’s evaluation framework, the selection of reading material types and the grading and sequencing of the passages in the textbooks exhibit both reasonable and unreasonable aspects. In this way, we can suggest inspirations and references for editing of future college English reading textbooks. Furthermore, it offers enhanced methodological insights for the practical application of corpus linguistics.