Escolar Documentos
Profissional Documentos
Cultura Documentos
CHAPTER 1
Introduction
It is inevitable to decide whether the current English textbooks are
effective enough in fulfilling the
requirements
teaching
English.
and
the
students
of
of
English
language
objectives
of
the target
key to subject matter for those who are completely new to that discipline.
Textbook evaluation includes attempts to measure the value of material:
(Tomlinson, 1998, p.3). Two terms analysis and evaluation differ in terms
of goal. A distinction is made between analysis and evaluation. In its
simplest way analysis seeks to discover what is there (Littlejohn, 1998), on
the other hand evaluation is more concerned to discover whether what one is
looking for is there and, if it is, to put a value on it (McGrath, 2002, p.22).
Needs Analysis is actually a proces of emphasizing the requirments
to evaluate that how
much the proposed curriculum is well-matched with the needs of learners.
Munby (1978)
introduced the concept of needs analyis in the field of english for specific
puposes (ESP).
This concept was advanced by Hutchinson and Waters (1987), they
categorized needs into
learners requirments in relation to the target situations (target needs) and
their learning
inclinations(learning needs). Language curriculum and materials should be
built on the needs of the target learners (Graves, 2000: Bodegas, 2007). The
present study is also based on this idea to evaluate the English text-books
on the bases of the needs of the students to whom they are going to be
taught.
Significance of the Study
This evaluation has importance for teachers as well as for learners. It
will collect a lot of information about the merits and demerits of these books.
Moreover, this evaluation will provide sufficient feedback on the quality of
the materials used in these textbooks.
The textbooks of English of Punjab Board Grade IX-X fulfill the needs of the
learners..
Objectives
This research has following objectives
designed or not.
To examine strengths and weaknesses of prescribed textbooks.
To find out whether the textbooks provide sufficient Learning Materials
for learners.
To find out how much linguistic features have been focused.
To sort out whether these two books have been designed according to
CHAPTER 2
Review of Literature
Karatas (2009) conducted a study to evaluate English II curriculum at
YTU using Context, Input, Process and Product (CIPP) model. According to
the results of the research, noteworthy differences were found among the
opinions of teachers and students concerning some items related with the
context, input, process and product of the curriculum. The researcher
concluded that while the students perceptions are higher, the teachers
expectations are higher for the items regarding the components of the
curriculum and suggested that the needs and opinions of the students
should be taken into account while designing a curriculum.
What is Textbook?
Textbook is a book that "the teacher and each student have a copy of
and which is in principle to be followed systematically as the basis for a
language course" (Ur, 1996, p.183). The term (course book) is used
alternatively. Textbooks are specially designed for instructional purpose
(Richards, 2001). Hutchinson and Torres (1994) suggest:"The textbook is an
almost universal element of [English language] teaching. Millions of copies
are sold every year, and numerous aid projects have been set up to produce
them in [various] countriesNo teaching-learning situation, it seems, is
complete until it has its relevant textbook" (p.315).
Textbooks have many purposes. A textbook is a powerful media for
teaching and learning (Tanner, 1988, p. 141). It is a necessary tool for
regular students and guide for the inexperienced teachers (Govt. of
Pakistan, 2000, p.23).
Sheldon (1988) believes textbooks are heavily utilized by teachers and
he identified three main reasons for this:
for teachers;
materials.
evaluation
encouragement to learners.
evaluation, a teacher gives marks on homework, and any other activity. All
these aspects are included in formative evaluation. Both summative
and
development
improving any of
(McNeil, 1997; Ornstein and Hunkins, 1998; Worthen and Sanders, 1987;
Gay, 1985 and Oliva, 1988). McNeil (1977) describes that curriculum
evaluation is an attempt to throw light on two questions: Doplanned learning
opportunities, programs, courses and activities actually produce desired
results? How can the curriculum offerings best be improved? (p. 134).
Ornstein and Hunkins (1998) define curriculum evaluation as a process or
cluster of processes that people perform in order to gather data that will
enable them to decide whether to accept, change, or eliminate something
from the curriculum in general or an educational textbook in particular
(p.320). Worthen and Sanders (1987) stated curriculum evaluation as the
formal determination of the quality, effectiveness, or value of a program,
product, project, process, objective, or curriculum (p.22-23). Gay (1985)
claims that the objective of curriculum evaluation is to identify its drawbacks
and strengths as well as problems encountered inimplementation; to improve
and
analyze,
relevant
information,
curriculum
effectiveness
policies
to
be
deficient.
In
conclusion,
she
recommended
information
for
the
teacher.
School
textbooks
pass
on
of
Philippines,
2004;
National
Institute
for
Educational
in course books already in use, so that optimum use can be made of their
strong points, whilst their weaker areas can be strengthened through
adaptation or by substituting material from other books (p.14).
Ellis (1997) distinguishes two types of predictive and retrospective
material evaluation and argues that teachers should perform empirical,
impressionistic evaluation of the course books during the course. Although a
rich body of research can be found in the literature in the field regarding the
evaluation of Iranian high School English textbooks, little research can be
found in the literature which scrutinizes the materials in the books.
Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth (1995)
and Harmer (1996) all agree, for instance, that evaluation checklists should
have some criteria pertaining to the physical characteristics of textbooks
such as layout, organizational, and logistical characteristics. Other important
criteria that should be incorporated are those that assess a textbook's
methodology, aims, and approaches and the degree to which a set of
materials is not only teachable but also fits the needs of the individual
teacher's approach as well as the organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions, grammar,
and skills content that are covered by a particular textbook as well as the
relevance of linguistic items to the prevailing socio-cultural environment.
Finally,
textbook
evaluations
should
include
criteria
that
pertain
to
Initial evaluation
Detailed evaluation
In-use evaluation
developers and syllabus designers. Hence, the current textbooks which are
used in teaching curricula need to be evaluated according to certain criteria
to improve their effectiveness. Cunningsworth (1995) [cited in J.C.Richard.
The
Role
of
Textbooks
in
Program.www.professorjacjrichards.com/pdfs/role-of-textbokk.pdf]
Language
proposes
needed to evaluate and revise materials, which would be refined form for
their particular learners. Ellis (1997) presented three levels of evaluation i.e.
pre-use, in-use and post-use in textbook evaluation. Textbook evaluation
must be evaluated in order to check and ensure their appropriateness. For
Tomlinson (2001) textbook evaluation is an activity within applied linguistic
field through which teachers, supervisors, administrators, and material
developers can judge about the effectiveness and worth of material which is
used for the learners. On the other hand, Harmer (1996) considers that
textbook evaluation is a class internal judgment about the real performance
of a book. In this favor, Genesee (2001) claims that book evaluation can be
described as a process of collecting, analyzing, and interpreting information.
Because of this process, there will be improvement in language competence
of learners and educational programs will be more flourishing. Moreover,
Sheldon (1988) describes about the professional, financial and political
benefits for the selection of a language-teaching textbook. There are various
checklists based on which we evaluate textbook, examples of which, could
be Litz (2005) Textbook Evaluation Questionnaire, Thein (2006) survey
questionnaire, and Dougills textbook evaluation checklist. As stated earlier,
Ellis (1997) described the pre-use, in-use and post-use textbook evaluation,
the present study is conducting pre-use textbook evaluation assuming that
these books are not yet applied in teaching learning environment. Pre-use
evaluation is intended to judge the potential performance of a course book.
Four Strands of Language Course
Nation (2007) is pioneer of Four Strand concept in language. According
to him, the activities in language course can be divided into four strands
(e.g., Meaning focused input, Meaning-focused output, Language-focused
learning and fluency development). Balance between all these four strands is
vital for successful language teaching/course giving equal time to all of
these. First strand, which is Meaning Focused Input, focuses on learning
through listening and speaking, use language receptively. While second,
two
skills.
The
four
language
skills
are
important
for
2002; Krug, 2002; McGrath, 2002; Garinger, 2001; Richards, 2001; Zabawa,
2001; Hemsley, 1997; Cunningsworth, 1995; Griffiths, 1995; Cunningsworth
and Kusel, 1991; Harmer, 1991; Sheldon, 1988; Breen & Candlin, 1987;
Dougill, 1987; Hutchinson & Waters, 1987; Matthews, 1985; Cunningsworth,
1984; Bruder, 1978; Haycraft , 1978; Robinett , 1978); than quantitative
(e.g., Canado & Esteban, 2005; Litz, 2005; Miekley, 2005; Harmer, 1998;
Peacock, 1997; Ur, 1996; Skierso, 1991; Sheldon, 1988; Grant, 1987;
Williams, 1983; Daoud & Celce-Murcia, 1979; Tucker, 1978); or head
words/outline format, i.e., those without rating scales or questions (Ansari &
Babaii, 2002; Littlejohn, 1998; Roberts, 1996; Brown, 1995). In the present
study, Mukunduns (2011) chechklist is adapted for the framework of current
evaluation. In this study, a checklist proposed and revised by (Mukundan,
Hajimohammadi, & Nimehchisalem, 2011) was adapted by the researchers.
The checklist is called the English Language Teaching Textbook Evaluation
Checklist (ELT-TEC). It is a validated and reliable tool for evaluation. It was
developed by a review of the literature (Mukundan & Ahour, 2010;
Mukundan, Hajimohammadi, &Nimehchisalem, 2011) and was refined
through qualitative (Mukundan, Nimehchisalem, & Hajimohammadi, 2011;
Nimehchisalem & Mukundan, In Press, a) and quantitative (Mukundan &
Nimchisalem, 2011) methods.
Pronunciation,
and
(i)
Exercise.
sophisticated
in
their
evaluative
approach,
by
presenting
can
be
used
by
both teachers
and
students
can
ever
really
be
applied
to
all
in
many
different
and
learning
checklists
contain
(1995) and Harmer (1996)all agree, for instance, that evaluation checklists
should have some criteria pertaining to the physical characteristics
of
relevance
of
linguistic
items
to
respective institution. This particular paper will report on a survey that was
conducted at the Sung Kyun Kwan University Science & Technology Campus
in.
Justification for Textbook Evaluation:
Whether one believes that textbooks are too inflexible and biased
to be used directly as instructional material or that they actually help
teaching and learning, there can be no denying the fact that textbooks still
maintain enormous popularity and are most definitely here to stay.
It is
important to remember, however, that since the 1970's there has been a
movement to make learners the center of language instruction and it is
probably best to view textbooks as resources learners the center of language
instruction and it is probably best to view textbooks as resources in
achieving aims and objectives that have already been set in terms of learner
needs. Moreover, they
should
not
necessarily
determine
the
aims
content
thus
go
is
the
fact
that
it
additional
can
be
reason
very
for
useful
textbook
in teacher
assessments
and
it
helps them
to
acquire
useful,
form
of
professional
empowerment
and improvement.
Similarly,
of
and
Candlin
(1987),
Hutchinson
and
Waters
(1987)
and
As Williams (1983)
by
definitions
different
and
scholars.
interpretations
Evaluation
of
for
evaluation
textbooks
are
is typically
for
institutions
involved
(p.223).
Lynch
(1996)
importance of evaluation for teachers. They believe that writing their own
materials can be very most suitable one for the particular context can be an
appropriate course of action for these teachers. The second reason stated
by McDonough and Shaw (2003) to evaluate the textbooks is the fact
that an inappropriate choice may waste time and funds and this may
have a demotivating effect on both students and other teachers who
will have to use the textbooks for many years. The third reason is the
difficulty of the organizing authentic and stimulating materials. They
emphasize the
value of
in situations
where
authority.
They
have
maintained
that
even
those
teachers
might find evaluation a useful process which gives them insight into
the organizational principles of the materials and helps them to keep up
with the developments in the field.
Research on textbooks/textbook evaluation
A
number
of
studies
have
been
conducted
on
textbook
evaluation all over the world. They emphasize the great significance of
textbooks in language teaching and learning. Several of these
centered on developing criteria
for materials
evaluation
and
studies
selection.
evaluated
some
particular
materials.
Gray
(2000),
Litz asserted that the textbook was communicative on the whole in that it
constantly
supported
an
activity
approach
towards
teaching
and
Khormaei
Dahmardeh
(2009),
Sarhady(2009),
Gordani(2010),
and
English
high
school
textbooks
Koosha,
and
Lotfi
(2010)
have
stated
that
the
materials
are
referred
to
as
the
lower
levels
of
cognitive
skills.
(1991)
Taxonomy
of
and
the
Chall
Cognitive
and
Conard
Domain
to
(1991)
employed
assess textbooks.
According to Umer Azim (2005), Chall and Conard use Bloom's Taxonomy
and a "Question Complexity Rating Scale" to evaluate textbook activities.
These improvements and amendments refer to a paradigm shift to the
process of learning versus the product of learning which implies focusing
only on outcomes may not always address all the EFL learner's needs.
Ansary and Babaii (2002) believe that teachers, students, and
administers are all consumers of textbooks. They may have
conflicting
views about what a good textbook is. However, the question is where
they can turn to for reliable advice on how to make an informed decision
and select a suitable textbook. T he literature on textbook selection and
evaluation procedure is vast. There have been various suggestions by
different scholars for teachers (Chastain, 1971; Tucker, 1975; Candlin &
Breen, 1979; Daoud & Celce-Murcia, 1979; Williams, 1983; Hutchinson and
Waters, 1987; Sheldon, 1988; Skierso, 1991; Ur, 1996; Littlejohn, 1996).
Checklists offered by them are usually based on supposedly generalizable
criteria and a variety of methods to assess a particular textbook under
scrutiny.
In the researcher's point of view, textbook evaluation is a matter of
examining and checking the ready-written in hand material/textbook to
know the appropriateness or otherwise of this textbook for a particular
context. In this concern, the process of evaluation can take four stages
: Defining the principles/criteria of designing materials in addition to the
features of the situation it is applied in and of students it is applied for
Defining the criteria on which the evaluation will be based on: a
checklist, a framework, etc
. Matching both criteria using a valid, reliable, practical instrument of
collecting data such as a questionnaire
Analyzing the findings that will help the evaluator decide to what
extent the course book/material is suitable for the user.
Criteria for Evaluating ELT material
Power
(2003)
suggests
thirty
criteria
for
evaluating
materials/textbooks:
1- Learners' needs
2- Ordering and pacing of syllabus
3- Maintenance of interest-suitable (perhaps for captive learners)
ELT
to
consider
when
analyzing
textbooks
for
EFL/ESL
classes.
relating materials to
course objectives and the learner's needs. Sheldon's (1988) checklist focuses
on assessing all aspects of content ranging from graphics and physical
characteristics to authenticity and flexibility. Though these approaches are
more common and straightforward, other writers go beyond simply content
and instead focus on cognitive and affective factors. Skierso
(1991)
and
studies
to
Riazi
in
Iran
and
Mosalanejad
have
focused
on
(2010),
the
textbook
developing textbook
conflicting
views about what a good textbook is. However, the question is where
they can turn to for reliable advice on how to make an informed decision
what
they
deem
to
be
set
of
theory-neutral
and
universal
textbooks.
is
the
best
method
for ensuring
that
the
realities
of
each
set
up
to
produce
them
in
or
"in-house"
materials.
O'Neill
(1982)
has
out learning
students. To
make
tasks
the
in a
most
form designed
effective
use
of
to
a
be appealing to
textbook, however,
teachers must decide which textbooks are appropriate for their needs. A
teacher needs to determine the extent to which a textbook focuses on and
is aligned with a coherent set
learning goals that the teacher, school, or district has identified as integral to
an
effective
resource
for
self-directed
learning,
an
effective
textbooks
as: (a)
they
fail
to
language models, (b) They propose subordinate learner roles, (c) they fail to
contextualize language
activities, (d)
they
foster
inadequate
cultural
understanding, (e) they fail to address discourse competence, (f) they fail
to teach idioms, (g) they have lack of equity in gender representation.
There are numerous checklists and guidelines available to help
them do so (e.g. Chambers, 1997; Cunningsworth, 1984; Breen & Candlin,
1987; Hutchinson & Waters, 1987; Littelejohn, 1996; Mathews, 1985;
McDonough & Shaw, 1993; Shelden, 1988; Skierso, 1991; Tucker, C. A.,
1975; Ur, P. 1996). These instruments are generally organized in a manner
that reflects the decision-making process which it is hypothesized teachers
go
through.
Breen
and
Candlin
(1987,
cited
in
Ellis,
1997),
for
example, organize the questions in their checklist into two phases, the first
of which enables teachers to address the overall usefulness of the
materials, while the second caters for a more searching analysis based on
the teachers actual teaching situation. The idea behind these guides is
to
help
teachers
carry
out
predictive
evaluation systematically.
can
perform
retrospective
evaluation
the
students),
while
at
the
end
of
the
questionnaires
to
judge
the
effectiveness
of
their
teaching,
Ellis (1997) introduces two types of evaluation namely microevaluation and macro-evaluation. A macro evaluation calls for an overall
assessment of whether an entire set of materials has worked. To plan and
collect the necessary information for such an empirical evaluation is a
daunting prospect. In a micro-evaluation, however, theteacher selects one
particular teaching task in which he or she has a special interest, and
submits this to a detailed empirical
evaluation.
series
of
micro-
relation
to
task. This
term
is
now
widely
used
in
and
opinion
and
opinion-gap
activities
common
in
an
ELT
textbook
often
exercises, tasks, and entire texts. One additional reason for textbook
evaluation is the fact that it can be very useful in teacher development and
professional growth. Cunningsworth (1995) and Ellis (1997) suggest that
textbook
evaluation
helps
teachers
move
beyond
impressionistic
textbook
evaluation
is
using
Therefore,
particular
attention
must
be
paid
to
needs
and processes.
Sheldon's
and activities,
matter,
and layout
vocabulary
and
structures,
These
data
section
while
Cunningsworth
matter,
(b)
vocabulary
and
structures,
(c)
exercises,
(d)
and
Babaii
(2002)
believe
that
although
these
approaches are the most common and likely straightforward, the shaky
theoretical basis of such checklists and the subjectivity of judgments have
often been a source of disappointment. Perhaps, that is why the relative
merits
of
such
criteria,
over
remain
staple
within
school
curricula
worldwide,
Textbooks
are
commodities,
political
objects,
and
93
cultural
representations and, therefore, are the site and result of struggles and
compromise in order to determine how and by whom they will be produced,
how and by whom their contents will be selected, how and to whom they will
be
distributed,
and
howteachers
and
students
will
make
use
of
and
Waters
(1987),
textbook
evaluation
is
basically
students engage in during class activities. For the ESL learners, the textbook
becomes the major source of contact they have with the language apart from
the input provided by the teacher. Prior to selecting a textbook, educators
should thoroughly examine the program curriculum. If the goals and
curriculum of the program are clear and well defined, the parallels with
certain textbooks may become obvious. For example, if one of the goals of
the program is to give students an opportunity to interact with authentic
texts, then books that use articles written for native English speakers would
be appropriate. If the program focuses on developing reading fluency, books
designed to support the development of reading skills would be appropriate.
According to Gretchen (2003) research, the textbook has a process for
developing curriculum that is based on a needs assessment of learners and
includes participation and input from other stakeholders. The curriculum and
instructional materials are easily accessible, up to date, appropriate for
learners, culturally sensitive, oriented to the language and literacy needs of
the learners, and suitable for a variety of learning styles.
Textbooks and Culture
Textbooks across the world are of different cultural orientations;
whether they are based on source cultures, target culture or international
target cultures. Source cultures refer to learners own culture, target culture
is the culture in which the target language is used as a first language while
international target cultures refer to various cultures in English, or nonEnglish-speaking countries which use English as an international language.
(Cortazzi and Jin, 1999). Consequently, this categorization will assist in
describing the cultural orientation of the textbook in this study.
Major Types of ELT Materials Evaluation
Hemsely (1997) drawing on the work of Chambers (1997)
systematic
evaluation
will
necessarily
involve
the
use
of
formalized lists of criteria. There are many checklists proposed for the
purposes of course book evaluation. None of these checklists alone are
sufficient and effective.
Efforts have been made in this study to combine the salient features or
criteria of major checklists like those of Cunnigworth (1984, 1995), Sheldon
(1988), Skierso (1991), Hemsely (1997) and Coleman (1985).
The researcher has added some of his own mainly based on his
experience, as well as that of his colleagues. Therefore, the remainder of the
present study focuses on the criteria used to evaluate the series adopted in a
specific context, a private language school (a Cambridge Open Centre)
offering general EFL conversation classes.
As
some situations serve as the basis for much of language input learners
receive and language practice that occurs in classroom. No matter what
form
of
materials
teacher
make
use
of
whether
they
teach
from
they
learner.
Textbook is a book that "the teacher and each student have a copy of
and which is in principle to be followed systematically as the basis for a
language course" (Ur, 1996, p.183). The term (course book) is used
alternatively. Textbooks are specially designed for instructional purpose
(Richards, 2001). Hutchinson and Torres (1994) suggest:"The textbook is an
almost universal element of [English language] teaching. Millions of copies
are sold every year, and numerous aid projects have been set up to produce
them in [various] countriesNo teaching-learning situation, it seems, is
complete until it has its relevant textbook" (p.315).
Textbooks have many purposes. A textbook is a powerful media for
teaching and learning (Tanner, 1988, p. 141). It is a necessary tool for
regular students and guide for the inexperienced teachers (Govt. of
Pakistan, 2000, p.23).
Sheldon (1988) believes textbooks are heavily utilized by teachers and
he identified three main reasons for this:
a) developing their own classroom materials is extremely difficult and
an arduous process
for teachers;
materials.
for lesson planning, may actually teach from the first page of the textbook to
the last, skipping little or nothing (p. 89).
Cunningsworth (1995) points out that choosing a coursework is a
challenging task which is not an all-night one-shot decision, and needs the
investment of budget, time and energy on the side of both curriculum
developers and syllabus designers. Hence, the current textbooks which are
used in teaching curricula need to be evaluated according to certain criteria
to improve their effectiveness. Cunningsworth (1995) [cited in J.C.Richard.
The
Role
of
Textbooks
in
Program.www.professorjacjrichards.com/pdfs/role-of-textbokk.pdf]
Language
proposes
any textbook should be used judiciously, since it cannot cater equally to the
requirements of every classroom setting (p.251). Sheldon (1988) has
offered several reasons for textbook evaluation. He suggests that the
selection of an ELT textbook often signals an important administrative and
educational decision in which there is considerable professional, financial, or
even political investment. A thorough evaluation, therefore, would enable the
managerial and teaching staff of a specific institution or organization to
discriminate between all of the available textbooks on the market. Moreover,
it would provide for a sense of familiarity with a book's content thus assisting
educators in identifying the particular strengths and weaknesses in
textbooks already in use. This would go a long way in ultimately assisting
teachers with making optimum use of a book's strong points and recognizing
the shortcomings of certain exercises, tasks, and entire texts .If one accepts
the value of textbooks in ELT then it must surely be with the qualification that
they are of an acceptable level of quality, usefulness, and appropriateness
for the context and people with whom they are being used. While the
literature on the subject of textbook evaluation is not particularly extensive,
various writers have suggested ways of helping teachers to be more
sophisticated in
their
evaluative
approach, by
presenting
evaluation
of
Philippines,
2004;
National
Institute
for
Educational
textbook
evaluations
should
include
criteria
that
pertain
to
Initial evaluation
Detailed evaluation
In-use evaluation
CHAPTER 3
Materials and Methods
3.1 Material
Two English textbooks of Grade-9 and Grade-10 are selected for current
study prepared under the approval of Government of Punjab, Pakistan. The
textbook of Grade-9 is published by Punjab textbook Board, Lahore and the
textbook of Grade-10 is published by Caravan Book House, Lahore, Pakistan.
3.2 Research Design
For the analysis and evaluation of data, research design provides a graphic
representation of the whole work. In this study quantitative and qualitative
evaluation produced significant results. The data were selected from the
exercises and contents of these textbooks for evaluation and analyzed
according to the needs of the Pakistani students. The design of this
evaluation was based on this assumption that these English textbooks are
designed according to the needs of the Pakistani students.
3.3 Procedure
Two kinds of methods are applied to find out textbook evaluation
results. The first method is to analyze the quantitative aspects. Both the
frequency and the percentage of activities, exercises and contents are given
in textbooks in which different skills are to interpret. Both textbooks are
evaluated individually and the data analysis and interpretation of the data
are described in tables, graphs quantitatively and discussed qualitatively.
Then from these results an adopted checklist is designed by the researcher
herself.
3.4 Instrument
In this evaluation the instruments are content and exercises
activities related to different language skills like listening, speaking, reading,
writing, vocabulary, and grammar and interpreted in the form of tables and
graphs. Then from these findings an adapted checklist was developed as an
instrument.
3.5 Data Collection Procedure
Data were collected from the English textbooks exercises activities
and contents for Grade-9 and Grade-10.
3.5 Data Analysis
Data were analyzed through using frequency and percentages of
different English language skills used in exercises activities and contents of
grade-9 and grade-10 textbooks. Then from this evaluation a checklist was
developed to evaluate the results of this evaluation.
CHAPTER 4
Discussion and Results
According to Vilagran, Idioma estranger i la seva didctica 4 Skills: Listening,
2008, four basic skills are related to each other by two parameters:
1.the mode of communication: oral or written
2. the direction of communication: producing or receiving the message
They have classified these four skills in such a way.
SKILLS
RECEPTIVE
PRODUCTIVE
ORAL
LISTENING
SPEAKING
WRITTEN
READING
WRITING
First of all they have categorized these skills. They preferred receptive
skill first i.e listening and reading. Then comes productive skill i.e speaking
and writing.
In both textbooks of Grade-9 & Grade-10, one section of oral
communication skills is given which means listening & speaking skills. So
first if all, we will discuss Oral communication skills.
4.1 Oral Communication Skills
4.1.1 Listening Skill
Frequency and percentage 0f listening skill in Exercise type
Exercise Type
Interactive
Non-Interactive
Total
Percentage
9
11
10
21
9%
Table.1
10
12
06
18
8%
The listening skill is further divided into two types (Vilagran, Idioma
estranger i la seva didctica 4 Skills: Listening, 2008), interactive i-e face-toface conversations, telephone calls. It occurs between two persons or groups
where other persons interact with each other. Then there is non-interactive
activity which means one-way communication. There is no interaction with
each other .Its examples are listening to the radio, TV, films, lectures or
sermons.
Non-Interactive; 48%
Interactive; 52%
Figure.1
Non-Interactive; 33%
Interactive; 67%
Figure.2
Interactive activities in Grade-9 & Grade-10 textbooks
are group
Interactive
Partially Interactive
Non-Interactive
Pronunciation
Total
Percentage
9
07
09
05
05
26
11 %
10
11
07
02
04
24
11%
Table.2
Activities in the exercises related to speaking skill are interactive,
partially interactive, non-interactive (Vilagran, Idioma estranger i la seva
didctica 4 Skills: Speaking, 2008) and pronunciation. The concept of
interactive and non-interactive is the same in this skill too. Partially
interactive means speech to a live audience where an audience does not
speak. The speaker notices the impressions of audience only.
Interactive; 27%
Non-Interactive; 19%
Figure.3
Interactive; 46%
Figure.4
Percentages of speaking skill in Grade-9 & in Grade-10 textbooks are 11% &
11% respectively.
4.2
Written Skills
10
10
Experience
Reading to acquire and use 21
21
information
Total
Percentage
31
14 %
Reading
for
34
15 %
Table.3
Reading skill is divided into two categories i-e reading for literary
experience which means imagined events, actions, setting, characters,
atmosphere, feelings and ideas. It is a narrative fiction. It explores situations
and feelings for the readers they never encountered.
Secondly Reading to acquire and use information is related to the
aspects of real life universe and not imagined one. Readers can go beyond
information and use it in reasoning and action. (PIRLS Reading Purposes and
Processes of Reading Comprehension, n.d.)
Figure.5
Figure.6
Percentages of reading skill in Grade-9 & in Grade-10 textbooks are 15% &
14% respectively.
Descriptive
Compare and Contrast
Expository
Narrative
Persuasive
Paraphrase
Precis
Summary
Letter
Application
Main Idea
Total
Percentage
9
02
03
17
01
02
01
02
07
02
02
0
39
17 %
Table.4
Different
types
of
writing
exercises
10
08
02
15
02
O
01
05
05
04
05
03
50
22 %
are
included
here
expository; 44%
narrative; 3%
Figure.7
descriptive; 16%
compare and contrast; 4%
summary; 10%
precis; 10%
expository; 30%
paraphrase; 2% narrative; 4%
Figure.8
Percentages of writing skill activities in Grade-9 & Grade-10 textbooks are
17% & 22% respectively.
4.3
Other Skills
4.3.1 Vocabulary
Frequency and percentage 0f vocabulary in Exercise type
Exercise Type
Frequency
Synonyms
Antonyms
Prefix/ Suffix
Sentence formation
Word formation
Matching Column
Multiple Choice
Dictionary use
Connotation
Abbreviation
Grade-9
06
02
01
08
02
04
07
05
02
01
in Frequency in
Grade-10
13
01
03
07
01
0
01
01
04
0
Cognates
Phrasal verb
Translation
Denotation
Comparative adjective
To-infinitive
Specialized
vocabulary
specific field/person
Total
percentage
related
01
0
0
0
0
0
to 0
39
17 %
Table.5
0
01
05
01
01
01
02
42
19 %
matching column
matching column; 10%
word formation
word formation; 5%
sentence formation
prefix/suffix
prefix/suffix; 3%
antonyms
antonyms; 5%
synonyms
0%
Figure.9
synonyms; 15%
5%
10%
15%
20%
25%
synonms; 32%
translation; 12%
phrasal verb; 2%
connotation; 10%
dictionary use; 2%
multiple hoice; 2%
antonyms; 2%
prefix/suffix; 7%
Figure.10
Percentages of vocabulary activities in Grade-9 & Grade-10 textbooks are
17% & 19% respectively.
4.3.2 Grammar
Frequency and percentage of grammar in Exercise type
Exercise Type
Frequency
Grade-9
06
03
04
06
10
06
01
0
02
02
in Frequency in
Grade-10
04
05
05
05
05
02
02
01
01
01
Punctuation
Tense
Exclamatory/ Assertive/ Imperative.
Conjunction
Different kinds of sentences
Change voice
Direct/ Indirect
Transitional devices
Use of comma
Multiple choice based on mixed grammar
05
06
01
04
06
02
03
02
0
03
02
08
0
01
05
05
03
0
01
0
items
Use of must/ mustnt
Hyphen
Total
Frequency
0
0
72
31 %
01
01
56
25 %
Table .6
Grammar items are graded from easy to complex. Every grammar item
is explained nicely before its related activity with proper examples. So we
can say that input about grammar is applied first then exercises are given.
1% related to verb; 8%
multiple choice based on mixed grammargerund/infinitive;
items; 4% activities
transitional devices; 3%
nouns; 4%
different kinds
of sentences;
direct/indirect;
4% 8%
pronouns; 6%
conjunction; 6%
adjectives; 8%
change voice; 3%
exclamatory/assertive/imperative; 1%
adverb; 13%
tense; 8%
preposition; 8%
punctuation; 7%
article; 3% participles; 3%
Figure.11
nouns; 8%
pronouns; 8%
direct/indirect;
5%8%
different kinds
of sentences;
adjectives; 8%
conjunction; 2%
tense; 13%
adverb; 8%
punctuation; 4%
preposition; 4%
article; 2% participles; 2% gerund/indefinite/prepositional phrase; 2% gerund/infinitive; 4%
Figure.12
The percentage of grammar items in Grade-9 is 31% and in Grade-10 is 25%.
This is the major part of all the skills in exercise type.
Grammar
vocabulary
Writing
Reading
Speaking
Listening
Multiple
Total
Percentag
Total
Percentage
Frequency in e
Frequency
Grade-9
in
72
39
39
34
26
21
o
Grade-
10
56
42
50
31
24
18
03
31 %
17 %
17 %
15 %
11 %
9%
O%
25 %
19 %
50 %
31 %
24 %
8%
1%
choice based
on all skills
Table .7
Chart Title
Percentageof all major skills in Textbook in Grade-9
100%
31%
200%
17%
300%
17%
400%
15%
500%
11%
600%
700%
9%
0%
Figure.13
Figure.14
4.5 Needs Analysis
The new curriculum aims to provide holistic opportunities to the
students for language development and to equip them with competencies in
using the English language for communication in academic and social
contexts, while enabling them to be autonomous and lifelong learners to
better adapt to the ever changing local and world society, and to knowledge
advancement.(National Curriculum for English Language Grades I-XII, 2006.
p.1)
The main focus of the curriculum 2006 is to equip the students with
competencies in using the English language for communication in academic
and social contexts. In such regard a survey has been done on needs
analysis of the students of Pakistan. The results of this survey of Pakistani
students ( Khan, 2007) can be represented graphically as:
Grammar; 4% Listening; 8%
Vocabulary; 5%
Writing; 6%
Reading; 4%
Speaking; 73%
Figure.16
The main focus of the students' needs in Pakistani scenario is speaking
skill as they have to communicate efficiently in various spheres of their life.
Students should learn English as their second language. The main focus is on
communication skill because they have to communicate with the natives and
non-natives as well.
For this study the course is showing a completely different trend.
Only11% & 24% activities in the textbooks of Grade-9 & Grade-10 for
speaking skill are not enough for communicative needs. .
On the other hand, the focus is on grammar and writing, vocabulary
skills. Grammar skills in Grade-9 & Grade-10 are 31% & 25% respectively
and vocabulary items are 17% & 19%. While according to the needs of the
students, they required only 4% for grammar skills and 5% for vocabulary
skills.
Other skills like listening and reading are acceptable to some extent as
compared to the needs analysis of Pakistani students.
The major focus of these two English textbooks is on grammar skill but
the requirement is totally the speaking skill which is neglected in these
prescribed textbooks.
4.6 Comparative analysis of all major skills with needs analysis of
Pakistani students
Exercise Type
Percentage
of Percentage
Grammar
vocabulary
Writing
Reading
Speaking
Listening
needs analysis
4%
5%
6%
4%
74%
8%
Grade-9
31 %
17 %
17 %
15 %
11 %
9%
Table .8
of Percentage
of
Grade-10
25 %
19 %
50 %
31 %
24 %
8%
in Grade-10
0
01
Religion specific
Literary type
Media
Politics
Nation Specific
Related to real life
Related to history
02
03
01
0
02
03
01
02
06
01
0
0
03
0
Table .9
related to history; 8%
religion specific; 17%
related to real life; 25%
Figure.17
foreign culture; 8%
related to real life; 23%
religion specific; 15%
media; 8%
Figure.18
The content related data shows that contents are related to learners
real life but according the culture point of view they are not meeting
students needs. If students learn through their own culture, it will be
beneficial in understanding the foreign culture. These textbooks content
show that percentage of foreign culture is 0 % in Grade-9 and 8% in Grade10 and percentage of local culture is 0% in both books. This result is making
a contrast to the students actual needs.
On the other hand religious, literary type, media are to some extent
acceptable but topics about history and politics are almost missing.
On the basis
of this
quantitative analysis
some features
are
Grad
Not
Approachi
Meetin Exceedi
No
Meetin
ng
ng
In
exercises
activities,
listening skill is
fulfilling
the
students needs
2
In
exercises
activities,
speaking skill is
fulfilling
3
the
students needs
In
exercises
activities,
reading skill is
fulfilling
the
students needs
In
exercises
activities,
writing
skill
fulfilling
5
is
the
students needs
In
exercises
activities,
grammar skill is
fulfilling
the
students needs
In
exercises
activities,
vocabulary skill
is
fulfilling
the
students needs
Contents of
these textbooks
meet
the
language needs
8
of the students
Contents
of
these textbooks
are
corresponding
students
real
life
Contents
of
these textbooks
are
corresponding
10
history
Contents
of
these textbooks
are
with
11
associated
students
local culture
Contents
of
these textbooks
are
12
elaborating
foreign culture
Contents
of
these textbooks
are
related
to
religious
13
ideology
Contents
of
these textbooks
14
are related
to
literature
Contents
of
these textbooks
are
15
related
media
Contents
to
of
these textbooks
are
16
related
politics
Contents
to
of
these textbooks
are
related
to
national aspects
The evaluation shows that the contents are related to students real life
but culturally they are totally ignored as real life topics in grade-9 are 25%
and in grade-10 are 23%.If students will not be able to speak about their own
culture then how they will be able to learn about foreign cultural language.
But in these prescribed text books the percentage of local culture in both
books id 0% and topics related to foreign culture in grade-9 is 0% and in
grade 10 is 8% only. This result is not fulfilling the students needs according
to their social environment. The elements of religion, literature, media and
nation are to some extent meeting the students needs. But topics about
politics and history are altogether missing.
CHAPTER 5
Summary and Conclusion
Summary
The present evaluation was related to the basic English language skills
(i-e listening, speaking, reading, writing, vocabulary, grammar) in exercises
and content analysis according to the needs of the Pakistani learners. The
aim of the present study was to investigate the merits and demerits of these
textbooks according to the needs of the students in Pakistan.
The data for the study were collected quantitatively from the exercises
found at the end of each unit. The contents of these textbooks were also
selected for evaluation and analyzed according to students individual and
social needs .Results were shown in the form of frequency and percentage.
Then an adopted checklist was developed to show the findings of this
evaluation qualitatively. The findings showed that the selected textbooks do
not meet the needs of the Pakistani students. The need of the students in
Pakistani scenario is speaking skill of which practical activities are almost not
up to the mark.
Conclusion
The pre-use evaluation of the prescribed text books depicts that these
text books are not designed according to the learners needs. They are
lacking
in
speaking
skill
based
activities
which
is
students
major
requirement. Contents are also not meeting the cultural needs of the
students. The evaluation shows that there are sets of shortcomings which
need urgent remedies in order to improve the English language skills of the
students. The text books need to be balanced in all skills that is listening,
speaking, reading and writing.
Recommendations
On
the
basis
of
the
above
conclusions,
recommend
some
recommendations.
1. Textbooks must be revised time to time according to the needs of the
learners in their individual and social environment.
2. Textbooks of good qualities should be retained and shortcomings
should be reduced.
3. Supervisors and teachers must be consulted when designing or
revising a textbook..
4. An appropriate plan should be developed to play a proper role by the
textbook developers, teachers, students and educationist for effective
textbook development and implementation in an educational field.
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