Teachers' and learners' images for coursebooks

McGrath, Ian

doi:10.1093/elt/cci104

Cited by 84 publications

(64 citation statements)

References 8 publications

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“…Regarding the type of first-level strategies explicitly taught, Book 1 provided explicit instruction on five types of strategies, all except social strategies, and thus, covered the most strategies explicitly. Nevertheless, Book 4 gave explicit instruction on four types of strategies and the most internal explicit instruction (three of the first level strategies vs. two in Book 1), which could be considered as more pedagogically appropriate as teachers will tend to cover what there is in the units first (McGrath, 2006).…”

Section: Type Of L2 Learning Strategies Instruction In Textbooksmentioning

confidence: 99%

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Alastuey

Agulló

2015

ijes

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Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks. KEYWORDS: strategy, explicit versus implicit teaching, oral skill, textbook analysis, last year Secondary Education. RESUMENHay evidencias de que la enseñanza explícita de estrategias de aprendizaje de L2 favorece el uso de estrategias y el dominio de la expresión oral. Para este estudio se diseñó una lista de verificación de uso de estrategias basada en la taxonomía de Oxford (1990). La lista se aplicó al análisis de la enseñanza de estrategias en los libros de texto más utilizados en el último curso de la enseñanza secundaria en España. El estudio estaba encaminado a determinar si los libros analizados incluyen enseñanza de estrategias, a localizar la ubicación de estas (en el interior de las unidades o en otras secciones del libro) y a identificar qué estrategias se orientan de forma explícita a las dos destrezas orales, expresión y comprensión oral. Una de las conclusiones es que, en general, los libros analizados no promueven suficientemente la enseñanza y el uso de estrategias de aprendizaje de L2.PALABRAS CLAVE: Estrategia, enseñanza explícita e implícita, destreza oral, análisis de libro de texto, último curso de Educación Secundaria.

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Section: Type Of L2 Learning Strategies Instruction In Textbooksmentioning

confidence: 99%

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Alastuey

Agulló

2015

ijes

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“…McGrath (2006) mentioned that textbooks are beneficial as bases of learning, which could be divided into guidance, support, resource, and constraint. The relationship between teachers and textbooks is based on the effort toward the same goal of addressing the needs of students.…”

Section: Advantage Of Using Textbooksmentioning

confidence: 99%

Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook

Santos

2017

IRE

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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching-learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3 rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.

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“…Although there have been many changes in the materials used in language teaching, textbooks still have their place. Many scholars have considered the role of textbooks in language teaching as crucial (McGrath, 2006;Riazi, 2003;Richards, 2001) and they are used in most of the world as a language teaching material (Hutchison & Torres, 1994). According to Cortazzi and Jin (1999), textbooks can be considered as "a teacher, a map, a resource, a trainer, an authority, and an ideology" (cited in Wen-Cheng, Chien-Hung & Chung-Chieh, 2011, p.93).…”

Section: Coursebooks As a Materials For Foreign Language Teachingmentioning

confidence: 99%

Investigation of Cultural Elements in Coursebooks Developed for Teaching Turkish as a Foreign Language

Başal¹,

Aytan²

2014

IOJES

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Learning a foreign language involves more than mastering the language in question linguistically. Since culture and language are inseparable in their essence, any coursebook developed for foreign language teaching should take into consideration the cultural aspects of the language to be taught. The current study aims to investigate two language coursebooks used for teaching Turkish as a foreign language in terms of cultural elements. Descriptive content analysis method was used to determine the cultural elements used in these books and inferences were drawn based on this analysis. The analysis demonstrated that both target and international cultural elements were used all throughout the coursebooks, the former with an overwhelming majority. However, it was concluded that despite the high frequency of cultural elements, they were not presented in depth. Moreover, the coursebooks neglected to present cultural elements with a comparative approach that may have a contributing effect on raising the cultural awareness of the students. The results were discussed and some suggestions were made to overcome the drawbacks in these coursebooks.

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Teachers' and learners' images for coursebooks

Cited by 84 publications

References 8 publications

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook

Investigation of Cultural Elements in Coursebooks Developed for Teaching Turkish as a Foreign Language

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