A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

Zhang, Xiaodong

doi:10.1515/jolace-2017-0005

Cited by 15 publications

(14 citation statements)

References 23 publications

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“…This study is in line with the work of Singay in Nepal (2018), who investigated the spoken language needs in English from the perspective of students and teachers to improve students' communication ability. Similarly, Zhang (2017) conducted an evaluation of course book in China to see how it impacts learners' academic progress. Harbi (2017) also evaluated EFL textbook for secondary stage in Saudi Public schools.…”

Section: Discussionmentioning

confidence: 99%

Development of Oral Communicative Competence: A Teachers’ Perspective

Mumtaz

Quraishi

2020

jass

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This study was an attempt to determine the point to which the English language textbook, “English for Class 8” prescribed by the Punjab Textbook Board fulfills the learners ‘language learning needs of English as foreign language in Pakistan. The study aimed to explore as to what degree the suggested textbook increases the likelihood of learning the language and the diligent effort to development oral communicative competence (OCC) among the target learners. A quantitative approach enabled the researcher to comprehensively answer the research question. The results indicate that the relevant course book fails to facilitate the target learners to acquire English as foreign language to enable them to use the language for communicative purposes. The tasks presented in the textbook, do not focus on sociolinguistic and extended verbal expression in speech of the target language. By including tasks that challenge the learners to engage themselves in producing meaningful utterances, the present English language textbook can become even better a tool to develop speech proficiency.

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Section: Discussionmentioning

confidence: 99%

Development of Oral Communicative Competence: A Teachers’ Perspective

Mumtaz

Quraishi

2020

jass

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“…The current foreign language education emphasizes on language production and development of speaking skill has received much attention in the past four decades (Derakhshan, Tahery, &Mirarab, 2015). Zhang ( 2017) is of the view that language acquisition happens in a cyclical process.…”

Section: Foreign Language Acquisitionmentioning

confidence: 99%

Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

Mumtaz

Quraishi

2021

JASS

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The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

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“…• Literacy findings suggest that contextualised reading comprehension activities foment literacy whereas the instrumental comprehension activities do not promote abstraction, inference, or critical reading (Valencia, 2006;Anvedsen, 2012;Zhang, 2017).…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks

Pardo

2020

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This article inquires into the coloniality present in EFL textbooks, which continue being used as the core resource for language learning and teaching in Colombia. However, its instrumentalization, imperialism, and exploitation as an instrument of subalternation suggest that EFL textbooks produced by foreign and local publishing houses in the Colombian context are colonised in three interrelated dimensions: knowledge, power, and being. Therefore, this research proposal aims at unveiling the ontological, epistemological, and power criteria rooted in critical interculturality as a decolonial alternative, and inspired by the decolonial turn, to orient the development of other contextualised materials from the voices of Colombian teachers, authors and experts.

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A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

Cited by 15 publications

References 23 publications

Development of Oral Communicative Competence: A Teachers’ Perspective

Development of Oral Communicative Competence: A Teachers’ Perspective

Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks

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