文章基本信息

标题：Evaluation of English Textbook of Intermediate Class From Students’ Perspectives
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作者：Muhammad Lodhi ; Hifza Farman ; Ihsan Ullah 等
期刊名称：English Language Teaching
印刷版ISSN：1916-4742
电子版ISSN：1916-4750
出版年度：2019
卷号：12
期号：3
页码：26-36
DOI：10.5539/elt.v12n3p26
出版社：Canadian Center of Science and Education
摘要：Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon textbook evaluation. Sample was determined through applying cluster random sampling technique. Questionnaire was designed, validated and administered after conducting pilot phase. The findings of the study reveal that the textbook being taught at intermediate level is not be up to snuff to convene the common objectives of the target language and is irreconcilable with the requirements of promoting confidence and ornamental language skills. Moreover, it is recommended that textbooks must be revised from time to time to obtain definite language learning objectives. The book being evaluated lacks innovation, students’ interest, relevant content and appropriate skills.
关键词：textbook evaluation; learners’ perspectives; language learning; linguistic content