TEFLTextbookEvaluationFromTeachersPerspectives.pdf
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1、Educational Research and Review Vol. 5 (9), pp. 508-517, September 2010 Available online at http:/www.academicjournals.org/ERR2 ISSN 1990-3839 ? 2010 Academic Journals Full Length Research Paper TEFL textbook evaluation: From teachers perspectives Hidayet Tok E itim Fak ltesi, K?z?lhisar kamp s , Zi
2、rve niversitesi, ahinbey/Gaziantep, Turkey.Email: hidayettokzirve.edu.tr. Tel: 0090 342 211 66 66- ext. 6791 Accepted 11 August, 2010 This study aims to examine the advantages and disadvantages of one type of TEFL materials, English language textbook “ Spot On” , used in state primary schools in Tur
3、key. Sample of the research consists of 46 English teachers chosen randomly from state primary schools in Malatya and Ad?yaman city centres. A five-likert type scale was used for evaluation. In this research, the course book was evaluated in term of layout and design, activities and tasks, language
4、type, subject, content and skills and whole aspect . The research revealed that Spot On textbook actually did not stand up reasonably well to a systematic in-depth analysis and that the negative attributes far out-weighed the positive characteristics. Key words: Textbook, material, evaluation of cou
5、rse book, English Language Teaching (ELT). INTRODUCTION Instructional materials may take two forms: Printed ones, such as textbook, workbook, teacher s guide, readers, etc.; and non-print ones, such as audiotapes, videotapes and computer-based materials. They are considered as key component in most
6、TEFL programs, which is essential for both teachers and learners. Especially, textbooks are the mostly used teaching and learning materials for both teachers and the learners. They do not only provide a framework for teachers in achieving the aims and objectives of the course, but also serve as a gu
7、ide to the teacher when conducting lessons. On behalf of the learners, a textbook truly affects their attitudes and performance to the lesson throughout the course. It is a fact that when learners like their textbooks, they like the course as well and become active participants to the lesson. The te
8、xtbook is an important source of input and a great opportunity for EFL learners to communicate in the target language, which is realized only in classroom settings in most public schools in Turkey. Since English teachers use “textbooks in their classrooms, they have the right to be involved in the p
9、rocess of evaluation in order to be provided with the relevant textbook for their specific learner group. Their views on the usefulness and effectiveness of the *Corresponding author. hidayettokzirve.edu.tr. Tel: 0090 342 211 66 66- ext. 6791. textbooks are also worth scrutinizing their textbooks, s
10、o as to identify the weak and strong points in relation to their own teaching situation. This is required because selecting textbooks involves matching the material to the context where it is going to be used, and a wide range of specialists share the view that no textbook that is designed for a gen
11、eral market will be absolutely appropriate and ideal for ones particular group of learners. As Grant (1987, p.8) claims (the) Perfect book does not exist, yet the aim is to be to find out the best possible one that will fit and be appropriate to a particular learner group. Sheldon (1988) suggests th
12、at textbooks do not only represent the visible heart of any ELT program, but also offer considerable advantages for both students and the teachers when they are being used in ESL/EFL classrooms. Cunnigsworth (1995) suggest that potential, which textbooks have, in serving several additional roles in
13、ELT curriculum, is an advantage. He argues that textbooks are an effective resource for self directed learning, an effective source for presentational material, a source of ideas and activities, a reference source for students, a syllabus where they reflect pre-determined learning objectives, and su
14、pport for less experienced teachers who are yet to gain confidence. In addition to that, Hycroft (1998) states that one of the primary advantage of using textbooks is that they are psychologically essential for students since their progress and achievement can be measured concretely when we use them
15、. Textbooks play a prominent role in the teaching /learning process and they are the primary agents of conveying the knowledge to the learners. Besides, one of the basic functions of textbooks is to make the existence knowledge available and apparent to the learner in a selected, easy and organized
16、way. Hutchinson and Torres (1994) argues that the textbook has a very important and a positive part to play in teaching and learning of English. They state that textbooks provide the necessary input into classroom lessons through different activities, readings and explanations. Thus, they will alway
17、s survive on the grounds that they meet certain needs. Regarding the multiple roles of textbooks in ELT, Cunningsworth (1995) identifies a textbook as a resource in presenting the material, a source for learners to practice and do the activities. They also provide the learners with a reference sourc
18、e on grammar, vocabulary and pronunciation. What is more, textbooks serve as a syllabus and a self-study source for learners. They also serve as a support for the beginning teachers who have yet to gain in confidence. Thus, it can be said that the fundamental role of textbooks is to be at the servic
19、e of teachers and learners but not their boss. Richards (2001) states that without textbooks, a program may have no impact, therefore, they provide structure and a syllabus. Besides, the use of a textbook in a program can guarantee that students in different classes will receive a similar content an
20、d therefore, can be evaluated in the same way. In other words, textbooks provide the standards in instruction. Moreover, they include a variety of learning resources such as workbooks, CDs and cassettes, videos, etc., which makes the learning environment interesting and enjoyable for the learners. W
21、hile there are many theorists, as mentioned before, that point out the extensive benefits of using ESL/EFL textbooks, there are many other researchers and practitioners who do not necessarily accept this view and retain some well founded reservations on the subject. Allwright (1982) suggests that te
22、xtbooks are too inflexible and generally reflect the pedagogic, psychological, and linguistic preferences and biases of their authors. Some proponents of authentic classroom language models have argued that the problems with many textbooks are not necessarily the fact that they are culturally or soc
23、ially biased, but that they are actually too contrived and artificial in their presentation of the target language. They argue that it is crucial to introduce learners to the fundamental characteristics of authentic real-life examples of both spoken and written discourse. They have demonstrated that
24、 many scripted textbook language models and dialogues are unnatural and inappropriate for communicative or cooperative language teaching because they do not adequately prepare students for the different types of pronunciation (Brazil et Tok 509 al., 1980; Levis, 1999 cited in Litz, 2005), language s
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