New Perspective in PROSPECT: An Assessment of Strengths and Weaknesses of Iranian Second Year Junior High School English Textbooks
Subject Areas : Research in English Language PedagogyNarges Sardabi 1 , Mansour Koosha 2
1 - Ershad Damavand University
2 - Islamic Azad University, Isfahan Branch (Khorasgan)
Keywords:
Abstract :
Amalsaleh, E. (2004). The representation of social actors in the EFL textbooks in Iran. Unpublished doctoral dissertation, Shiraz University, Shiraz.
Ansary, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbook: A step towards systematic textbook evaluation. The Internet TESL Journal, 2, 1-8.
Azizifar, A., Koosha, M., & Lotfi, A. R. (2010).An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia-Social and Behavioral Sciences, 3, 36-44.
Borjian, M. (2013). English in Post-revolutionary Iran: From Indigenization to Internationalization, 29. Multilingual Matters.
Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials. London: Heinemann. Darali, G. (2007). Pragmatics dimension in
Spectrum textbooks. Unpublished master’s thesis, Shiraz University, Iran.
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal,
51(1), 36-41.
Foroozandeh, E. (2011). History of High School English Course Books in Iran: 1318-1389 (1939-2010). Roshd Foreign Language Teaching journal, 26 (1), 57-69.
Gall, M.D., Borg, W.R., & Gall, J.P. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Publishers USA.
Genesee, F. (2001). Evaluation. In R. Carter, &
D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: CUP, 144-150.
Jahangard, A. (2007). The evaluation of the EFL materials taught at Iranian public high schools. Karen’s Linguistics Issues. Retrieved October 12, 2015 from: http://www3.telus.net/linguisticsissues/bymo nth.html.
Kheibari, S. (1999).Text analysis and evaluation of TEPSOL course books. Unpublished master's thesis, Shiraz University, Shiraz.
Littlewood, W. (1981): Communicative language teaching. Cambridge: CUP.
Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77-99). San Diego: College-Hill Press.
Nunan, D. (2004). Task-based language teaching.
Cambridge: Cambridge University Press. Paulston, C.B., & M.N. Bruder. (1976). Teaching
English as a second language: Techniques and procedures. Boston: Little, Brown and Company.
Riazi, A. M. (2003). What textbook evaluation schemes tell us? A study of the textbook evaluation schemes of three decades. In W.A. Renanda. (Ed.), Methodology and materials design in language teaching (pp. 52-68). Singapore: SEAMEO Regional Center.
Riazi, A.M., & Aryashokouh, A. (2007). Lexis in English textbooks in Iran: Analysis of exercises and proposals for consciousness-raising activities. Pacific Association of Applied Linguists, 11, 17-34.
Shahedi, S. (2001).Constructing an analytical framework for the analysis of Persian language texts for foreign learners. Unpublished master's thesis, Shiraz University, Shiraz. Iran.
Tomlinson, B. (2001). Materials development. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 66-71). Cambridge: CUP.
Tucker, C.A. (1975). Evaluating beginning textbooks. English Teaching Forum, 13, 335-61.
Widdowson, H.G. (2007). Discourse analysis (Vol. 20). Oxford: Oxford University Press.
Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18, 70-87.