Textbook Evaluation: EFL Teachers' Perspectives on "Pacesetter Series"

Autor/inn/en	Alemi, Minoo; Sadehvandi, Nikan
Titel	Textbook Evaluation: EFL Teachers' Perspectives on "Pacesetter Series"
Quelle	In: English Language Teaching, 5 (2012) 7, S.64-74 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Textbook Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Questionnaires; Teacher Attitudes; Statistical Analysis; Student Needs; Communicative Competence (Languages); Oral Language; Cultural Awareness; Cultural Differences; Teaching Methods; Check Lists; Likert Scales; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Fragebogen; Lehrerverhalten; Statistische Analyse; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Checkliste; Likert-Skala
Abstract	The present paper is an attempt to evaluate "Pacesetter" Series (Strange and Hall, 2005), an EFL course book series, in four levels of "starter", "elementary", "pre-intermediate", and "intermediate", being currently instructed at several language institutes in Iran. The purpose of this study is to determine the appropriateness of the series in Iranian EFL contexts. Litz (2000) questionnaire was exploited to examine the series thoroughly in all essential aspects. Sixty four EFL teachers rated the series. The results of descriptive statistics indicated that there is an overall consensus among the teachers that Pacesetter rightly addresses the needs of the learners in a communicative curriculum. However, two salient points are still worth further addressing. The first issue is that the series does not sufficiently underscore the speaking skill. The other concern involves the incorporation of European culture in every skill and skill-related activities as it may cause frustration and bafflement on the part of Iranian adolescent foreign language learners since they are unfamiliar with certain aspects of the target language culture. One way to remedy the two aforementioned issues is that the teachers using this series can think of other substitute exercises to solve the problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01