Ansary - Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic. Textbook Evaluation. TESL/TEFL)The Internet TESL Journal. Hasan Ansary and Esmat Babaiiansary. This is the result of an attempt. EFL/ESL textbook. What we offer here is based. EFL/ESL textbook reviews plus 1. EFL/ESL. textbook evaluation checklists conveniently sampled. No one is really certain whether these characteristics are actually. EFL/ESL textbooks. Note also that not all the characteristics. The elements presented, we hope, may come together to make. Brown (1. 99. 3) calls ? The answer to this question depends on. However. there seems to exist, in toto, three options open to teachers as regards. No textbook is. perfect. Therefore, teachers should have the option of assigning supplementary. The arguments for using a textbook are: a textbook is a framework which regulates and times the programs,in the eyes of learners, no textbook means no purpose,without a textbook, learners think their learning is not taken seriously,in many situations, a textbook can serve as a syllabus,a textbook provides ready- made teaching texts and learning tasks,a textbook is a cheap way of providing learning materials,a learner without a textbook is out of focus and teacher- dependent, and. The counter- arguments are: if every group of students has different needs, no one textbook can be. One position is that. The other position holds. And the shaky theoretical basis.
However, the question is where they can turn to for reliable. Various scholars have suggested different ways to help teachers. Chastain, 1. 97. 1. Tucker, 1. 97. 5; Candlin & Breen, 1. Daoud & Celce- Murcia, 1. Most popular; christian theology by millard j.Williams, 1. 98. 3; Hutchinson and Waters, 1. Sheldon, 1. 98. 8; Skierso, 1. Ur, 1. 99. 6; Littlejohn, 1. They have often offered. These sometimes. detailed check- sheets use a variety of methods to assess how well a particular. To evaluate the merits or demerits of such checklist approaches to. Allen Tucker's 1. EFL/ESL. textbooks and, after a gap of 2. Penny Ur's 1. 99. EFL/ESL. coursebook assessment. Tucker (1. 97. 5, pp. Under the pronunciation criterion, the presentation. By quality. what is meant is practice in a context, i. Under grammar criterion, (1) adequacy of pattern inventory deals with. ClassZone Book Finder. Follow these simple steps to find online resources for your book. This Section contains Online books on:Free Medical Books Download free Ebooks online tutorials downloadable e-books downloads zip chm rar. Twenty- one years later, Ur (1. EFL/ESL textbook. Use our handy medicine textbook recommendations guide to get the right books for your course. Created by the TSR community. A cursory look at its contents indicates that still . What. if the purpose is not ? Can we tailor. a textbook with such orientations to the needs of students of, say, science. The fundamental problem with such checklists, it seems to us, is that. For example, Tucker (1. Today, most probably, one would not rate them. Moreover, in such checklists, some of the. Perhaps, that is why. Textbook. evaluation has thus far been ad hoc, with teachers trying to make decisions. Strangely enough, some choices. This is an attempt to possibly locate some. EFL/ESL textbooks and. EFL/ESL textbooks. Ten EFL/ESL textbook reviews and 1. EFL/ESL textbook. Then, an attempt was made to discover. EFL/ESL textbooks. Finally. a select set of common consensus- reached characteristics of EFL/ESL textbooks. In addition, this paper also aims for a graphically represented. EFL/ESL textbook analysis as a reaction to subjective rule- of- thumb. Specifically, a sample procedure is offered here. EFL/ESL program. It is not, however, asserted here that these characteristics are actually. EFL/ESL textbooks. Nor is it claimed here that all the characteristics. What is claimed here, however, is that the elements. EFL/ESL departments to record in- house textbook. EFL/ESL textbook review. The development of modern language skills: Theory. Philadelphia The Center for Curriculum Development. Inc. Tucker, C. Evaluating beginning textbooks. English Teaching. Forum, 1. 3, 3. 55- 3. Cowles, H. Textbook, materials evaluation: A comprehensive checksheet. Selecting and evaluating a textbook. Mc. Intosh (Eds.), Teaching English as a second. Cambridge, MA: Newbury House Publishers. Candlin, C. N. Evaluating, adapting and innovating. Schacter (Eds.). On TESOL '7. The learner in focus (pp. Washington, D. C.: Teachers. English to Speakers of Other Languages. Rivers, W. Teaching foreign- language skills (pp. Chicago. University of Chicago Press. Williams, D. Developing criteria for textbook evaluation. ELT Journal. 3. 7(2), 2. Sheldon, L. Evaluating ELT textbooks and materials. ELT Journal. 4. 2 (4), 2. Skierso, A. Textbook selection and evaluation. Celce- Murcia. (Ed.), Teaching English as a second or foreign language (pp. A course in language teaching: Practice & Theory (pp. Cambridge: Cambridge University Press. The List of 1. 0 EFL/ESL Textbook Reviews: Chan, M. IRAL 3. 1 (2), 1. Hall, G. Modern. English Teacher, 3 (1), 8. Matthews, P. ELT Journal, 3. Perren, G. ELT Journal, 3. Shih, M. TESOL Quarterly. Naerssen, M. ESP 2 (2), 1. Whitaker, S. ELT Journal, 3. Procedure. First, the reviews and checklists were closely scrutinized. Secondly, all. points made by reviewers as for and against a particular textbook were. Then, the same procedure was followed to identify the elements. The assumption made. However, at the very least, probably the application of a set. EFL/ESL textbooks may well help make textbook. Following Tucker. EFL/ESL textbook, discrete and precise enough to help define one's preferred. What follows is a demonstration of how such a system works. Evaluation. essentially involves the following steps. First, an evaluation form with. The universal theory- neutral characteristics. EFL/ESL textbooks appear in the first column on the form. In the second. column, however, the evaluator decides to insert his/her preferred situation- friendly. Preferences could be based on the results of students' needs. Secondly, two separate scores may serve as the basis for rating. PVS) of 2 which appears in the third column. MS) consisting of numbers 0 to 2 which appears. A comparative weight is assigned to the. Finally, the numbers in the MS and PVS columns after each criterion are. Merit Scores, and (2) a straight solid line to represent. Perfect Value Scores. This framework has a dual utility. On the one hand, if the evaluations. On the other hand, an evaluator can display. In this way, he may compare the profiles of various. If this is done. not only are the differences among various textbooks portrayed, but also. Furthermore, this two- tier system can be approached in two distinct. An evaluator may first examine a particular textbook to identify. Or an evaluator can first define his/her preferred options, and. The whole business of the management of language learning. We should not, therefore, expect to work miracles with. What is more important than a textbook is what we, as teachers, can. As Brown and Yule, 1. It follows that the emphasis should be moved from. Acknowledgements. This article is a revised and edited version of a presentation originally. We are grateful to him for his helpful comments on earlier. What do we want teaching materials for? ELT Journal. 3. 6 (1), 5- 1. Brown, V. Decanonizing discourse: Textual analysis and the history. Backhouse. (Eds.), Economics & language (pp. London: Routledge. Brumfit, C. Modern Language Journal , 7. Candlin, C. N. Evaluating, adapting and innovating. Schacter (Eds.). On TESOL '7. The learner in focus (pp. Washington, D. C.: Teachers. English to Speakers of Other Languages. Chastain, K. The development of modern language skills: Theory. Philadelphia The Center for Curriculum Development. Inc. Daoud, A. Selecting and evaluating a textbook. Mc. Intosh (Eds.), Teaching English as a second. Cambridge, MA: Newbury House Publishers. Hutchinson, T. English for Specific Purposes. A learning- centred approach. Cambridge: Cambridge University Press. Littlejohn, A. The analysis of language teaching materials: Inside. Trojan Horse. Tomlinson, (Ed.), Materials development in language. Cambridge: Cambridge University Press. Sheldon, L. Evaluating ELT textbooks and materials. ELT Journal. 4. 2 (4), 2. Skierso, A. Textbook selection and evaluation. Celce- Murcia. (Ed.), Teaching English as a second or foreign language (pp. Materials development in language teaching. Evaluating beginning textbooks. English Teaching. Forum, 1. 3, 3. 55- 3. Ur, P. A course in language teaching: Practice & Theory (pp. Cambridge: Cambridge University Press. Williams, D. Developing criteria for textbook evaluation. ELT Journal. 3. 7(3), 2. Appendices. If you are interested in seeing the Appendices, you may download the following. February 2. 00. 2http: //iteslj. Articles/Ansary- Textbooks/.
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