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Features of a Good English Textbook: Exploring Experienced Teachers’ Perceptions

Name: Features of a Good English Textbook: Exploring Experienced Teachers’ Perceptions
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تعداد83 صفحه در فایل word

Department of English

Thesis for receiving «M.A» degree on English Language Teaching (ELT)

Features of a Good English Textbook: Exploring

Experienced Teachers’ Perception

Introduction

The available textbook evaluation checklists have been exclusively developed by researchers who are external to the act of teaching. In fact, they are not in a position to decide what is effective and what is not effective since they have never thought under similar conditions. In fact there is a paucity of research in the field of EFL textbook evaluation since all the available checklists have been developed by researchers. This study is innovative in that the findings will help the researcher develop a textbook evaluation checklist which is not only sensitive to contextual constraints but also derived from practitioners’ views. Thus the study is innovative because it will provide the field with a context-sensitive textbook evaluation checklist which can be replaced with the theory-driven checklists which impose the same set of criteria for various teaching contexts.

دسته: زبان خارجه, زبان خارجه برچسب: Features of a Good English Textbook: Exploring Experienced Teachers’ Perceptions

توضیحات

TABLE OF CONTENT

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

CHAPTER ONE: BACKGROUND AND PURPOSE

1.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.2. Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3. Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.4. Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.5. Operational Definition of the key terms . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE

2.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.2. Features of EFL and ESL text books . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.3. Language and culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2.4. Text books selection and evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2.5. Grounded theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2.5.1. What is Grounded Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.5.2What are the basic principles of Grounded Theory Methodology? . . 24

2.5.3. What are Grounded Theory processes? . . . . . . . . . . . . . . . . . . . . . . . 28

CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.2. Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.3. Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.4. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.5. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

CHAPTER FOUR: DATA COLLECTION AND ANALYSIS

4.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.2. Data collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.2.1. The importance of physical make up in selecting books . . . . .36

4.2.2. Listening has high value in choosing books . . . . . . . . . . . . . . . 38

4.2.3. The effect of cultural differences in choosing textbooks . . . . . . 42

4.2.4. The importance of selecting vocabularies on learning . . . . . . . . 45

4.2.5. Practical usage of grammar in textbooks . . . . . . . . . . . . . . . . . . . 47

4.2.6. The devaluation of writing in EFL textbooks . . . . . . . . . . . . . . . .50

4.2.7. Reading should be selective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

4.2.8. Lack of having practical dialogs in EFL textbooks . . . . . . . . . . . . 55

4.2.9. Unnecessary censored in EFL textbooks . . . . . . . . . . . . . . . . . . . . 57

CHAPTER V: DISCUSSION AND CONCLUSION

5.1. Summary and discussion of findings . . . . . . . . . . . . . . . . . . . . . . . . . 60

5.2. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

5.3. Implications and applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

5.4. Suggestion for Further Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Features of a Good English Textbook: Exploring Experienced Teachers’ Perceptions

تعداد83 صفحه در فایل word

Department of English

Thesis for receiving «M.A» degree on English Language Teaching (ELT)

Features of a Good English Textbook: Exploring

Experienced Teachers’ Perception

Introduction

TABLE OF CONTENT

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

CHAPTER ONE: BACKGROUND AND PURPOSE

1.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.2. Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3. Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.4. Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.5. Operational Definition of the key terms . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE

2.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.2. Features of EFL and ESL text books . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.3. Language and culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2.4. Text books selection and evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2.5. Grounded theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2.5.1. What is Grounded Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.5.2What are the basic principles of Grounded Theory Methodology? . . 24

2.5.3. What are Grounded Theory processes? . . . . . . . . . . . . . . . . . . . . . . . 28

CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.2. Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.3. Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.4. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.5. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

CHAPTER FOUR: DATA COLLECTION AND ANALYSIS

4.1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.2. Data collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.2.1. The importance of physical make up in selecting books . . . . .36

4.2.2. Listening has high value in choosing books . . . . . . . . . . . . . . . 38

4.2.3. The effect of cultural differences in choosing textbooks . . . . . . 42

4.2.4. The importance of selecting vocabularies on learning . . . . . . . . 45

4.2.5. Practical usage of grammar in textbooks . . . . . . . . . . . . . . . . . . . 47

4.2.6. The devaluation of writing in EFL textbooks . . . . . . . . . . . . . . . .50

4.2.7. Reading should be selective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

4.2.8. Lack of having practical dialogs in EFL textbooks . . . . . . . . . . . . 55

4.2.9. Unnecessary censored in EFL textbooks . . . . . . . . . . . . . . . . . . . . 57

CHAPTER V: DISCUSSION AND CONCLUSION

5.1. Summary and discussion of findings . . . . . . . . . . . . . . . . . . . . . . . . . 60

5.2. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

5.3. Implications and applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

5.4. Suggestion for Further Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

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