Teacher’s Perception toward the Use of English for Communication Science Book

Febriantini, Weny Anita; Prayogo, Johannes Ananto

doi:10.17977/jptpp.v5i9.14038

Cited by 1 publication

(2 citation statements)

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“…To be able to address the research problem of this study, it is very important to identify the teacher's perception toward the textbook they teach and their experience in that area. According to numerous studies on the textbooks, their role in language teaching and the teacher's viewpoint in the process [9]. The findings of several previous studies showed that the textbook used in the classroom is considered suitable to the students' need, teachers' need, syllabus and examination.…”

Section: Teacher's Role In Evaluating the Textbookmentioning

confidence: 99%

“…Additionally, the importance of language textbooks in the development of target language pragmatic knowledge is also significant. However, the previous analyses of language textbooks have pointed out that many textbooks tend to offer classroom learners little opportunity for learning L2 pragmatics [6][7][8][9][10][11][12]. The mentioned studies clarify that language textbooks presents speech acts unfairly.…”

Section: Introductionmentioning

confidence: 98%

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Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

Tahr,

Mohammadzadesh,

Singh

2023

Preprint

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This study mostly analyzes the pragmatic viewpoints of speech acts and language functions through Halliday’s (1975) language functions and Searle’s (1976) speech acts were adapted to analyze the functional aspects of the conversations and it was also intended to explore the teachers’ perception toward teaching and learning English as a Foreign Language (EFL) learners’ textbooks and the teacher’s components of communicative knowledge regarding the functions of language in daily activity. The participants of this paper consisted of thirteen Sunrise 10, 11, 12 grades of Kurdish teachers at high school English in Iraqi Kurdistan. Through semi-structured interview, it was found that the conversations in the mentioned textbooks are insufficient from the pragmatic point of view. Some recommendation for the textbook designers, teachers, material developer were raised to make up the shortcomings of the textbooks. The findings reveal that the conversation texts in Sunrise textbooks are not meeting the systematic standard of pragmatic competence the English language learners and the book designer must be recommended to be aware of those shortcomings of the textbook series if they are required to develop their speaking skills in both student and activity series. The implications of this paper can be helpful in comparing the results of this study with other similar studies to check if there is a universal pattern in performing the speech acts and language functions and the interest to Kimberley Education for Life learners in increasing their knowledge of pragmatics in general and the role of language functions and speech acts investigated in this study.

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Section: Teacher's Role In Evaluating the Textbookmentioning

confidence: 99%