Iranian New Junior High School Book (Prospect 1) Weighted against Material Evaluation Checklist from Teachers' Perspective
الموضوعات :
توران آهور
1
(عضو هئیت علمی)
فرهاد گلپور
2
(دانشجوی دکترا)
الکلمات المفتاحية: syllabus, Junior High school, criteria, evaluation checklist,
ملخص المقالة :
The aim of this study was to evaluate the new version of Iranian EFL junior high school textbook (Prospect1) from the teachers’ perspectives. The participants included90experienced English teachers (42 females and 48 males) randomly selected from different junior high schools in different districts of Gilan province, Iran. The evaluation of the textbook was conducted quantitatively through a 5-point Likert scale with seven criteria including subject and content, activities, skills, physical layout, practical consideration, language and general criteria. However, it was accompanied by some open-ended questions that solicited teachers' views about each criterion and the book in general. The descriptive statistics including standard deviation, mean, percentage and frequency were used in the data analysis.The findings revealed that teachers have positive perceptions toward this book.They had a positive view about the prospect1 because of its content and topic relevancy to learners' needs, including real life situations, enjoying challenging subject, having communicative pair and group works and attending to four skills equally. However, they intensified some problems in their open ended questions such as insufficiency of teaching time that is 1.5 hour during a week, not focusing on explicit presentation of some words and grammatical points and not paying attention to some sub-skill strategies. These findings can be helpful for curriculum designers and textbook writers to design some valuable textbooks for other levels and to consider correspondence between time of teaching and volume of the book.
AhmadiDarani,P.(2002).The Evaluation of High School Textbooks for EFL Education in Iran: The Evaluation via Checklist.FLT Journal, 64, 22- 32.
Ahour, T., Towhidiyan, B.&Saeidi,M.(2014).The Evaluation of “English Textbook 2” Taught in Iranian High Schools from Teachers’ Perspectives. English Language Teaching,7( 3),150-159.
Ahymadpoor.Z. (2004).Studying the Problems of EFL Teaching in High Schools.The Roshd ELT Journal, 18 (71), 15-21.
Al-Yousef, H. (2007). An Evaluation of the New Third Grade Intermediate English Coursebook in Saudi Arabia (Unpublished master’sthesis).College of Arts, Department of English, King Saud University, Riyadh, Saudi Arabia.
Alavi, B. (2013).Prospect1. Tehran: Ministry of Education press.
Ansary, T. (2004).An analytic look at high school English textbook and introducing a sample lesson based on communicative syllabus design (Unpublished master’s thesis).Islamic Azad University-Tabriz Branch, Iran).
Amerian, A.(1987). Comparison of Right Path to English Series with Graded English Series.Unpublished article.
Birjandi, p. (1987).Right Path to English.Tehran, Karaj.
Dorry, G. N. (1950). Games for Second Language Learning. New York: McGraw-Hill.
Eckersley, C. E. (1952). Essential English for Foreign Students.Book 4.London:Longmans, Green.
Garinger, D. (2002). Textbook Selection for EFL Classroom. Eric Digest. Retrieved from www.cal.org/resources/digest/digest-pdfs/0210 garinger.pdfs.
Ghorbani, M. R. (2011). Quantification and Graphic Representation of EFL Textbook Evaluation Results.Theory and Practice in Language Studies, 1 (5), 511-520
Golpour, F.(2012).Iranian Junior High school English Book Series (Right Path toEnglish) Weighted against Material Evaluation Checklists.International Journal of Applied Linguistics & English Literature,1(7),170-180.
González, A. (2006). On materials use training in EFL teacher education: Some reflections. Profile, Issues in Teacher' Professional Development, 7, 101- 115.
Gretchen, (2003).TESOL Standards for Adult Education ESL Programs. TESOL: Alexandria, Virginia.
Hornby, A. S. (1954). Oxford Progressive English for Adult Learners. Book On .London: Oxford University Press.
Hutchinson, T. (1987). What’s underneath? An interactive view of materials evaluation. In L. E. Sheldon (Ed.), ELT course books and materials: Problems in evaluation and development, ELT Documents (p. 126).London: Modern English publications.The British Council.
Hutchinson, T. & Torres, E. (1994).The Textbook as Agent of Change. ELT Journal, 48(4), 315–328.
Hutchinson, T., & Waters, A. (1993).English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130-150.
Kiyani, G. Navidiniya, H. &Momeniyan, M. (2011). Critical Review of National Program: Revisiting the Approach of National Curriculum towards Foreign Language Education. JesarathayeZabani Journal, 2(6), p. 185.
Krasner, I. (1999). The role of culture in language teaching.Dialog on Language Instruction, 13(1-2), 79-88.
Karimi,A. (2004). An Evaluation of A Preparatory English Course, Books 1&2: An EAP Course book Evaluation. FLT Journal,73, 24-28.
Kayapinar, U. (2009). Coursebook evaluation by English teachers.Inonu University Journal of the Faculty of Education, 10(1), 69-78.
Litz, D. R. A. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal.Retrieved from http://www.asian-efl-journal.com/Litz_thesis.pdf
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Ranalli, J. C. (2002). An evaluation of New Headway Upper-Intermediate. University of Birmingham. Retrieved from http://www.cels.bham.ac.uk/resources/essays/Ranalli3.pdf
Raseks, A. E., Esmae’li, S., Ghavamnia, M., &Rajabi, S. (2010). Don’t judge a textbook by its cover: Textbook evaluation in the EFL settings. The Journal of International Social Research, 3(14).448-461.
Riazi, A. M., &Mosallanejad, N. (2010): Evaluation of learning objective in Iranian high school and pre-university English textbook using Bloom‟s taxonomy. TESL-EJ, 13(4), 1-14.
Richards, J. C. (2006). Communicative language teaching today. Cambridge, UK: Cambridge University Press.
Rodríguez,G.(2010). English Textbooks for Teaching and Learning English as a Foreign Language: Do They Really Help to Develop Communicative Competence?Educación y Educadores,13(3),23-36.
Safarnavadeh, Kh. Aliasgari, M. Mosapour,N. &Ananisarab.(2009). Evaluation of high school English language textbook based on the criteria derived from communicative approach to teaching. Journal of Curriculum Studies (J.C.S.),5(17), 86 -114.
Sahragard, R., &Rahimi, A., &Zaremoayeddi, I. (2008). An in-depth evaluation of interchange series (3rded.). PortaLinguarum, 12(1), 37-54.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials.ELT Journal, 42, 237-246.http://dx.doi.org/10.1093/elt/42.4.237
Shin,Y.(2012) Review of Talk Time Student Book 2: Everyday English Conversation .MSU Working Papers in SLS, 3,49-53.
Skierso, A. (1991). Textbook selection and evaluation.In M. Celce-Murcia.Teaching English as a second or foreign language (pp. 432-453) (2nd ed.). Boston: Heinle&Heinle Publishers.
Soodmand, A.(2008). Interchange weighted against a checklist. Unpublished article.
