High School English Textbooks Content Analysis Based on Students’ Need

محورهای موضوعی : نشریه زبان و ترجمه

Tayyebe Sadeghi Hasanabadi ¹ (English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Akbar Afghari ² (English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Ahmadreza Lotfi ³ (English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)

تاریخ دریافت : 1400/08/19 تاریخ پذیرش : 1400/12/15 تاریخ انتشار : 1401/07/09

کلید واژه: Content Analysis, high school, Needs analysis, Textbook evaluation,

چکیده مقاله :

Evaluating existing programs could help material developers and teachers understand students’ needs and make future improvements. This study investigated English textbooks for high school students in Iran, moving from explaining objective facts about the context to a subjective analysis of expectations and needs based on the assessment framework of Littlejohn (2011). This framework draws subjective conclusions about the adequacy of context. To assess the educational value of textbooks, a school board consisted of the first researcher in the study and four of her colleagues who had experience teaching English in high schools. The results showed that the material needs to be adapted to the intended use of the situation. This should include both public and design-oriented aspects of the material. Some of the criteria that make up the publication element of material (physical layout, path, and continuity of the printed material) are consistent with what the teacher expects from the material that is desirable for a particular person. However, in most cases, partial discrepancies (access, location of material in the set, division of sections into subsections) or significant discrepancies (a division of the entire material) may encourage textbook developers to start revision projects based on the results of this study.

چکیده انگلیسی:

ارزیابی یک برنامه موجود به توسعه دهندگان مواد و معلمان در درک نیازهای محلی دانش آموزان و تصمیم گیری برای بهبود بیشتر کمک می کند. این مطالعه به دنبال ارزیابی مطلوبیت کتاب‌های درسی انگلیسی برای دانش‌آموزان ایرانی سال آخر دبیرستان است که از توصیف حقایق عینی در مورد زمینه، به تحلیل ذهنی انتظارات و نیازها و سپس استنتاج ذهنی در مورد مناسب بودن زمینه بر اساس لیتل جان (Littlejohn) می‌پردازد. 2011) چارچوب ارزیابی. کمیته معلمی شامل اولین محقق پژوهش حاضر و چهار نفر از همکاران وی که تجربه تدریس زبان انگلیسی در دبیرستان ها را داشتند، برای ارزیابی ارزش آموزشی کتاب های درسی تعیین شدند. نتایج نشان داد که نیاز به انطباق مواد با موقعیت هدف مورد استفاده وجود دارد: چنین سازگاری باید هر دو جنبه انتشار و طراحی مواد را پوشش دهد. برخی از معیارهای نشان‌دهنده عنصر انتشار مواد (یعنی طرح فیزیکی مواد چاپی، مسیر و تداوم) با انتظارات معلمان از مطالب مطلوب در زمینه خاص مطالعه مطابقت دارند. با این حال، بسیاری از آنها یا در یک اختلاف جزئی (یعنی دسترسی، مکان مواد در مجموعه، و تقسیم بندی بخش ها به بخش های فرعی) یا اختلاف نظر جدی (یعنی تقسیم بندی مواد به عنوان یک کل). به عنوان یک مفهوم عملی، یافته ها ممکن است توسعه دهندگان کتاب های درسی را ترغیب کنند تا یک پروژه اصلاحی را با تکیه بر نتایج مطالعه حاضر راه اندازی کنند.

منابع و مأخذ:

Bagheri Nevisi, R., & Moghadasi, A. (2020). Content Analysis of Iranian High School English Textbooks in terms of Politeness Markers, Speech Acts, and Language Functions. Issues in Language Teaching, 9(2), 155-184.

Genesee, F. (2001). Evaluation. In R. Carter, & D. Nunan (Eds.). The Cambridge guide to teaching English to speakers of other languages, 144-150. Cambridge: Cambridge University Press.

Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of Culture Representation in Vision English Textbook Series for Iranian Secondary Public Education. Evaluation, 12(26).

Hutchinson, T. (1987). What’s underneath? An interactive view of materials evaluation. ELT textbooks and materials: Problems in evaluation and development, 37-44.

Hyland, K. (2006). English for academic purposes: An advanced resource book: Routledge.

Kheirabadi, R., & Alavimoghaddam, S. B. (2016). Evaluation of Prospect series: A paradigm shift from GTM to CLT in Iran. Journal of Language Teaching and Research, 7(3), 619.

Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan Horse. Materials development in language teaching, 190-216.

McDonough, J., & Shaw, C. (1993). Materials and Methods in ELT: John Wiley & Sons.

Melissa, H. Y. (2018). Exploring the orientation and use of textbook lingua-cultural resources to teach and learn English for lingua franca communication. The Asia-Pacific Education Researcher, 27(4), 257-266.

Mirzaei, N., & Tabatabaei, O. (2017). Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus. Research in English Language Pedagogy, 5(2), 167-180.

Pouranshirvani, M. (2017a). The external evaluation of the new English textbook" vision1" for tenth–grade students in Iranian high schools from teachers' perspectives. In: Science Arena Publications Specialty Journal of Language Studies and Literature.

Pouranshirvani, M. (2017b). The internal evaluation of the new English textbook" vision1" for tenth–grade students in Iranian high schools from teachers' perspectives. In: Science Arena Publications Specialty Journal of Language Studies and Literature.

Richards, J. C. (2001). Curriculum development in language teaching: Ernst Klett Sprachen.

Salehpour, F. (2018). Evaluation of the Iranian Eleventh Grade High School English Textbook (Vision II) from EFL Teachers' Perspective.

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. Project-based second and foreign language education: Past, present, and future, 19-40.

Tomlinson, B. (2011). Materials development in language teaching: Ernst Klett Sprachen.

Torki, F., & Chalak, A. (2016). An evaluation of English textbooks used in Iranian high schools: teachers’ and learners’ attitudes. Research in English Language Pedagogy, 5(1), 52-60.

Tosun, S. (2013). A comparative study on evaluation of Turkish and English foreign language textbooks. Procedia-Social and Behavioral Sciences, 70, 1374-1380.

Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18(4), 70-87.