Reflection of Learning Theories in Iranian ELT Textbooks

Autor/in	Neghad, Hossein Hashem
Titel	Reflection of Learning Theories in Iranian ELT Textbooks
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 2, S.115-119 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; Learning Theories; Textbooks; English (Second Language); High School Seniors; Constructivism (Learning); Epistemology; Behaviorism; Textbook Evaluation; Incidence; Statistical Analysis; Secondary School Curriculum; Iran + Suchen Sie Ihr Suchwort? Ausland; Learning theory; Lerntheorie; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Erkenntnistheorie; Behaviourism; Behaviorismus; Vorkommen; Statistische Analyse
Abstract	This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT English textbooks were evaluated in terms of instructional strategies and techniques cited in the related literature for each learning theory. The analysis of data in this descriptive study through frequency count and relative frequency revealed that the major principle of organization in Senior High school is the learning theory of behaviourism. Although Constructivism was observed to be the prominent learning theory in Pre-University English textbooks, combination of other learning theories were indicated. It was also indicated that cognitivism was rated as the second most important learning theory across all educational level. Analysis of the data through Chi-Square showed that reflection of learning theories in Iranian ELT textbooks is not by chance and the differences are significant with behaviourism on the one side, cognitivism in between and constructivism on the other side of continuum. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01