شماره ركورد كنفرانس :
4701
عنوان مقاله :
Quantification and Graphic Representation of EFL Textbook Evaluation Results
عنوان به زبان ديگر :
Quantification and Graphic Representation of EFL Textbook Evaluation Results
پديدآورندگان :
Hajisalem Leila l.hajisalem@yahoo.com Department of English Language and Literature, Tabriz University, Tabriz, Iran , AminiAsl Fatemeh f1369.amini@gmail.com Department of English Language and Literature, Payame Noor University of Tabriz, Tabriz, Iran
كليدواژه :
EFL Textbook , Iranian Junior High Schools , Evaluation , Checklist , Instruction
عنوان كنفرانس :
دومين كنفرانس ملي مطالعات زبان انگليسي: بررسي مسائل آموزش زبان از منظر زبانشناسي كاربردي
چكيده فارسي :
Most of the English language problems in Iran are assumed to occur from the incompetence in the layout and design of the determined English textbooks applying at Iranian junior high school. This study inspected junior levels English textbooks based on the prevalent research findings in syllabus design, English language teaching, and the specific language teaching situation in Iran to define the limit to which it fits in to the common general characteristics of EFL/ESL textbooks.Detailed analysis focused precisely on the use of a checklist extracted from different EFL textbook evaluation checklists corresponding to the local needs.The findings show that only 55 percent of the book conforms to the universal specifications, of textbooks.It is hoped that policy makers, textbook writers, and teachers endeavor to effectively accommodatetextbooks with the needs of the learners.
چكيده لاتين :
Most of the English language problems in Iran are assumed to occur from the incompetence in the layout and design of the determined English textbooks applying at Iranian junior high school. This study inspected junior levels English textbooks based on the prevalent research findings in syllabus design, English language teaching, and the specific language teaching situation in Iran to define the limit to which it fits in to the common general characteristics of EFL/ESL textbooks.Detailed analysis focused precisely on the use of a checklist extracted from different EFL textbook evaluation checklists corresponding to the local needs.The findings show that only 55 percent of the book conforms to the universal specifications, of textbooks.It is hoped that policy makers, textbook writers, and teachers endeavor to effectively accommodatetextbooks with the needs of the learners.
