Evaluating an ELT textbook
The textbook
English language instruction has a variety of significant modules but the most common and indispensable modules to majority students of English as a secondforeign language are textbooks and educational materials that are commonly utilised by the instructors. Hutchinson and Torres (1994) argue that textbooks are about general constituent of ELT. They observe that millions of textbooks are purchased every passing year. There is no teaching that seems inclusive without an appropriate textbook. Theories have offered that texts represent the apparent component of any ELT learning. They are known to provide a number of benefits to both learners and instructors, especially when textbooks are utilised for ESL learning (Ferris, 2003). One of the main benefits is that they are psychologically necessary for learners considering the fact that their progressive performance can be evaluated tangibly when they utilise them. The second benefit comes up as a result of the learners expectations. They possess a belief that textbooks produce more reliable information than information generated by instructors. In this case, they tend to put more effort in obtaining information from them. Another benefit is the fact that textbooks are more sensitive to learners needs. Another benefit is that they provide a reputable return on capital, they are less expensive and require less preparation time (Macdonald and Wisdom, 2002). In this case the instructors are able to spend less time in preparing for lessons. They are thus in a position to involve them in other beneficial pursuits. Textbooks have the latent for providing many additional services in learning. Textbooks are an efficient resource in self-directed education, a good source of presentation contents, information and tests. They are reference resource for learners where they are able to reproduce prearranged learning goals and assist those who have little or no experience and are yet to gain it. Textbooks also play a key role in innovation. They help instructors through potentially upsetting and aggravating changes, indicating fresh and untested methods, bring in transformation progressively and produce a gibbeting upon which instructors can construct more innovative methods of their own (Abbey, 1991).
There are other authors who suggest that textbooks are inflexible and basically reveal the educational, psychological and linguistic inclinations and biases of the writers. Consequently the educational method that a text endorses will affect the classroom setup by ultimately exterior language purposes and educational components on learners and possibly dissimilar educational hypothesis on the instructors who utilise them. In this case, textbooks have the tendency of determining and controlling the techniques, and procedures of language instruction (Macdonald and Wisdom, 2002). Most texts do not comply with the strategies that are essential for listening. There is need for texts to be able to trigger the background knowledge of the learner to be able to understand. Listeners learn from the known to unknown. It is through the reflection of what is known that the listener is able to connect with what is unknown. After their contextual understanding is triggered, they employ summarisation to support personal comprehension of the topic. Most authors do not put this into consideration while authoring their texts. The language bias where the authors write as if they are writing on people who already knows the language is what affects instructions. There is another limitation on textbooks. This is where the educational philosophies that are demonstrated by many textbooks are clashing, inconsistent and out-dated based on the exploitations of the supporting cause (Garinger, 2002).
There have been revelations of social and cultural prejudice in textbooks. The authors have argued that many ELT texts have revealed some aspects of gender, sexism and stereotyping. They reveal the aspects of gender bias in terms of the comparative unavailability of female actors, the impractical and chauvinist depictions of males and females, stereotyping regarding occupations and responsibilities, relations and activities. Some ELT texts reveal extensive linguistic prejudice, such as gendered sexist language (Garinger, 2002).
Reasons for evaluating textbooks
The main idea of evaluating textbooks to some people is associated with textbook selection. The evaluation process serves as a selection tool which helps people in decision making. This means that in order to make an informed decision in acquisition of instructional materials, evaluation plays a very fundamental role.
According to Sheldon (1988), the selection of a specific main instructional material reveals an exclusive decision where there is substantial expert, fiscal and also opinionated investment. This means that careful consideration and evaluation is very important. Evaluation of educational materials is also important for it influences the instructors work. Evaluation should not only be aimed at selecting as textbook for teaching, but also for developing their own understanding of their instructing circumstances. This is to say that because the texts selected impacts on the way the teachers teaches the students, it is important therefore to select textbooks that are capable of aiding their instruction process. It is important for them to understand the situations and environments where the instruction materials are required (Ferris, 2003).
Textbook evaluation is also seen to operate as a sort of instructive judgment. Hutchinson and Waters (1987), defines this process as a matter of reviewing the suitability of something for a specific function. In the process of evaluating, exert judgment is crucial at every phase. Expert review, based on the comprehension of the reason of language instruction and supported by realistic knowledge, are the foundation of the evaluation process. In a nutshell, evaluation of text books helps in decision making. It aids in selecting instructional materials, forming expert judgment and also to establish knowledge of the instructing and learning experience (Ferris, 2003).
Methods of evaluating textbooks
Equipped with the knowledge of why textbooks are evaluated, it is important to briefly look at the methods employed in evaluation. There is no definite procedure laid out for performing textbook evaluation. As a result, what is done is to follow checklists or scoring schemes. The most common criteria employed are the utilisation of textbook evaluation sheets. The sheet has a record of aspects like underlying principle, accessibility, and layout of the content among others (Ferris, 2003). Other elements that are looked at are the rating, whether poor, average, good or very good. On the sheet, there is a place where comments are provided by the person carrying out the evaluation. The entire evaluation process is unavoidably a biased procedure. In order to avoid the danger posed by subjectivity, it is important to put emphasis on the significance of objectivity right from the beginning of the process. Evaluation is essentially a linking procedure. It is a procedure of linking requirements to accessible possible solutions. The process should therefore be carried out as impartially as possible. It is beneficial to assess the requirements and the possible solutions independently. It is in this perspective that the evaluation process is broken down into four distinct phases. The first phase is defining the criteria to be used. The other one is subjective analysis. The third phase is objective analysis. The last phase is linking the requirements to the possible solutions (Davison and Cummins, 2007).
Listening skills and strategies
Before evaluating the textbook it is important to have an overview of listening skills and the strategies.
Top-down and bottom-up strategies in ELT
These are two methods of processing information and ordering knowledge. Practically, they are approaches of thinking and instructing. The top-down strategy is basically the breaking down of a composition to get the full knowledge its components. In this approach, the full idea of the whole system is acquired, highlighting obvious sub-systems. Then the sub-systems are shown in details revealed all the sub-systems until all the components are discussed. This strategy begins from the students contextual knowledge of the non-linguistic perspective. The student then works downwards to the distinct sounds. In this case the students interpret what they listen to in terms of their own comprehension of the world and what is around them. A bottom-up strategy on the other hand is the opposite of the top-down strategy. It starts with the sub-compositions linking them together until the complete system is achieved. It starts with small simple elements piecing them together to get the complete composition. This strategy views understanding as a matter of students first interpreting simple components of what they listen to. The components are then linked to form words. The words are then combined into sentences and then the student deciphers the meaning.
Listening
Researches have revealed that English language listeners are vigorous processors of knowledge instead of inactive recipients of verbal incentives. Variety of theories has been developed in support of this hypothesis, especially concerning the students of second language. Theories suggest that listeners built up sense from the verbal input viewing it against their prevailing understanding of the environment and of the language they are listening to. The listeners also produce knowledge in their permanent memory and create personal understanding of what the instructor says. Due to this fact they tend to employ varying listening understanding strategies. These strategies are the means utilised by the listeners in acquisition, storage, retrieval, and use of the information that is passed on to them. It is through the knowledge of these strategies that the developers of ELT materials can be able to develop materials that are suitable for the learners (Garinger, 2002).This argument is supported by some instructors, who argue that it is only through a better knowledge of the strategies that they can come up with instruction materials that are suited to the requirements of the students. It is through the use of such materials that they can be able to achieve their teaching goals. Instruction through materials made otherwise is a waste of time. Well established listening strategy obstructing materials can improve the academic performance of the students and assist in boosting the student self-sufficiency (Davison and Cummins, 2007).
Many researchers have conducted experimental researches to find out the listening strategies that are employed by listeners, particularly those learning foreign or second language. According to Murphy (1985), learners of English as a second language who perform well are those who utilised their previous understanding, make speculations, and watched their understanding. In short, this is to say that high achievers in English as the second language are the ones who employ strategies like personalization (use of previous information), inference (use of speculations) and self-description (watching the understanding). Although the disparities were not thoroughly tested, Vandergrift (1992) discovered that the students who excelled in French as a second language watched their listening understanding and recognized the elements that prevent understanding two times as constantly than those who do not do well. OMalley, Chamot and Kupper (1989) came up with an ordered list of listening understanding methods founded on three-phase language processing presentation. The three phases are perceptual processing, parsing and utilisation. In the perceptual processing phase, the students choose their attention. It is in the parsing phase that the students infer the meaning of the subject. In the utilisation phase, the students use their prevailing information (Davison and Cummins, 2007).
Studies have also revealed that the selection of strategies among different students is alike. The students who employ many strategies utilised inference to speculate the topic of the material by taking hold of the background or audio hints, or explanation to trigger their contextual understanding of the subject they had listened to. After their contextual understanding is triggered, they employ summarisation to support personal comprehension of the topic. There are learners who employ metacognitive strategies, personal scrutinising and personal examination to manage their understanding and to monitor their strategy utilisation. Such listeners also interact with the text by providing remarks or feedback (Ferris, 2003). They do so even without expecting any reaction from the speaker. The listeners who employ fewer strategies mostly use elaboration or inference to trigger their contextual understanding, and summarisation to combine their comprehension. There is evidence to prove that utilisation of cognitive strategies inference and elaboration is more prevalent than the use of the other strategies. These strategies are commonly used by listeners who have no previous knowledge of the topic before it is spoken. This means that the strategies are common among students, and that for the listeners to understand well, the use of these strategies need to be considered. From the strategies, it is also clear that listeners rely on their previous knowledge in understanding what they are listening to. This is evident through the use of inference and elaboration to create an explanation of the oral text. Social strategies could be put in use, but they are optional. This means that they do not have a profound effect as the intellectual strategies. The utilisation of feedback, allows the listeners to stay in contact with the (imaginary) speaker. This is the reason why English ELT texts need to have self-evaluation tests (Garinger, 2002).
It is crucial that ELT texts be developed in such a way that they motivate listeners to contextual information in the beginning phase of listening, gain a summary of their comprehension of the text, and monitor their understanding while processing their audio information. Nevertheless, there is a limitation in that any teaching program founded on strategies which reveal strategies based on their recognition or order should put into consideration that other features like text type, aptitude level, or education approach of the learners might have an impact on the order of the strategies (Garinger, 2002). The case study below is an evaluation of an ELT to find out how the textbook materials are used to develop listening skills and strategies. All the strategies reveal a top-bottom approach to listening.
Evaluation of an ELT text
The evaluation is a case study based in china. The course book to be evaluated is A New English Course. This is a textbook for the students of English as a foreign language. This title released in 1987, is meant for students of English doing their basic stage. It is specifically for English language instruction for tertiary institutions in china. The target group is young people graduating from high school. This group of learners have already been introduced to English in their high school level. They have already been exposed to fundamental grammatical compositions, expressions and articulation (Kao, Leong and Gao, 2002). The most common strategy in this title is the top-down approach to listening. The target group in this title are listeners who already have the knowledge of the basic elements of the language. In this case, their understanding of the text is based on their background knowledge.
The book is a collection of five courses. The courses range from post-elementary to post-intermediate stage. The stages are levels, 1A, 1B, 2, 3, and 4. For all the stages, there is a students textbook, a workbook, an instructors guide and a cassette tapes. There are eighteen teaching units in total with each having fundamental compositions, language organisation exercise, dialogue 1 and 2, comprehension, directed writing, interaction exercises and notes.
The aim of the title is clearly shown in the title (Ross, 2002). The aim of this integrated English course is an all-round development of the four language skills, but at different stages emphasis is laid on different aspects of language learning. To be specific, listening and speaking are given priority in level 1 and 2, while reading and writing are given more attention in level 3 and 4 (Guanyi, 1987, p.2 ).
This title was established with the idea of assisting learners in laying a concrete foundation in their initial years in tertiary level. This aim is clearly depicted in the book. The authors argue that a concrete base includes both linguistic capability and communicative capability. In the basic stage, what is, meant by linguistic capability is the impulsive and unrestricted, and also the accurate direction of the fundamentals of the language structure. Communicative capability engages standards of appropriacy and is willingness on the side of the student to employ pertinent methods in coping with specific language circumstances (Ferris, 2003).
The course outline puts emphasis on the combination of the target language and the building up the listening skills as the foundation for establishing learners communicative capability. Communicative capability is taken as the eventual intention of teaching and listening to the language. The connection between accurateness and fluentness is viewed as being of basic significance. However, this should not be taken to mean that the importance of communicative capability is overlooked. There is a revelation of the title being structure-based and at the same time skill-based. The method assumed in the text is assorted, which is an amalgamation of conventional and communicative approaches (Davison and Cummins, 2007).
A micro evaluation of unit 1, level 2
The target group under this level is first year learners, who are doing their second half of that year. In this section of the book, language compositions are laid down in four sentences correspondingly. By putting the language structure at the initial point, the book reveals the prevalence of structure-based methodology. The beginning three sentences are concerned with the activities articulated by the varying verbs (Ross, 2002).
The first sentence is articulated in the present perfect continuous tense. The second one is expressed in the past continuous. The third statement is articulated in the past perfect continuous. The fourth sentence is very different from the first three. In this statement, the utilisation of past continuous tense does not express activity. The tense here expresses a polite kind of request. In the four sentences, language form and function are incorporated. The approach of this section reveals some sort of bottom-up strategy. This is where the section starts from the basics moving on to the more complex aspects of the text (Ferris, 2003).
In the practice phase, each of the structures is exercised independently. Hints are provided in a box or gridiron in the format of complete statements or phases. There is an example provided after every structure. The first part of the lesson in language structure practice involves listening skills. Here the learners listen to the tape and complete the missing statements. This is carried out in the mini-dialogue, which functions as a replica (Ajayi, 2005). The learners begin to substitute the dialogue with the hints provided. This procedure demonstrates the nature of the exercise as firmly guarded, mechanical workout. While doing the exercises, the learners are completely busy moving words around and replacing one with another. Because of this, it is not possible to focus on the significance of the message. The hints are aimed at assisting learners in working out the exercises. In cue I, the statements are whole and lengthy. As a result, there is the tendency of taking longer time in processing and deciding which portion is to be utilised and where. The second limitation of cue one is that the learners may develop a tendency of depending on the hints. Because everything is provided the learners may tend to evade doing the hard tasks as they are provided with the way out. Cue IV offers queries for the learners to utilise in substituting, but there are two items that cause confusion. The first thing that causes confusion is that the queries require to be transformed into non-question format during substitution. The other limitation is that there is a likelihood of mixing you and I in processing (Ross, 2002).
The lengthy statement hints are not very effective due to the fact that it is possible to divert the concentration from the major dialogue, thus creating a heavy cognitive burden for the learners. It would be easier for the learners if they are provided with short, exact and key words or phrases. This would be easier for them in coming up with solutions. It is a fact that in the current nature of the text, the items that are aimed at being advantageous to the learners, add for them an extra burden. The more comprehensive the hints are, the more directed the exercises get and the more limited the learners become. The other limitation is that there are no visual supports like diagrams, illustrations, or colouring. There is also no diversity in the outline of the sheet. If these details were included, the control of the book would be clearer, realistic and the exercises would be simpler and therefore interesting and appealing to the learners. The visual elements would make up for the boring nature of the exercises (Garinger, 2002).
The content of the first dialogue is culturally oriented. This is the most prevalent characteristic of this dialogue. This is because the book is aimed at students in a specific country. To some extent, this is an advantage because it triggers the learners schemata. The understanding of their language supports the understanding of the target language (Ajayi, 2005). The understanding of their culture also activates their attentions, therefore enhancing poise in learning and utilising the tongue. The main limitation with the dialogue is that it does not feel like a common discussion, but a lecture of ideological teaching or like a narrative. The conversation is still practical, but it is not those conversations which the learners are likely to encounter in the real life. The present perfect continuous tense comes up only one time in a statement. That one time is the only ling between the first dialogue and the preceding language part. The dialogue operates as a replica for the follow-up exercise, the role-play. This exercise liberates the learners from the limited and guarded workout. The learners are offered the chance to interrelate with other learners with the support of potential statement structures that they are able to employ for interactions (Kao, Leong and Gao, 2002).
The second dialogue operates as a representation for constructing requests and recommendations. In this dialogue, the language utilised is more normal and characteristic of oral English. The dialogue is characterised by shorter statements and more informal expressions. The statements, phrases and expression provided in the gridiron are a rich resource for choices, for learners to select from when they do the follow-up exercises. The structures of the activities are similar. In all the exercises the learners are needed to work in twos. They are either supposed to formulate a request and concur, or formulate a request and disagree, or formulate proposals and either accept or decline (Ajayi, 2005). The instructions provided for the exercises tend to be repetitive and may lead to confusion and monotony. The hints for the exercises in this section are too comprehensive. Due to this the learners initiative in utilising the language is restricted. Consequently, the discussions they end up producing are limited, yet the hints have consumed the largest portion of it. This leaves a very limited space for students innovativeness in manipulating the language (Ross, 2002). It would be better for the three activities to be made into one. In this way, there will be shorter and less hints. It will also be possible for the students to have free choice making requests and offers, and on make a decision on whether to agree or disagree. It would also be beneficial if another exercise that is completely different from the three is designed. In this exercise, the learners can be encouraged to come up with their own tests where they can formulate requests and offers (Ajayi, 2005).
In comprehension I and II, both texts are well selected. The first comprehension is motivating, dramatic and entertaining. However, it contains relatively a lot of fresh language, which tends to hinder understanding to some extent. The comprehension possesses a powerful fictional style, for example, the utilisation of citation of tongue, which the fresh learners may not be used to and are likely to find challenging (Ross, 2002). The other comprehension is also fascinating, thought inciting and a little bit surprising. The comprehension has an uncomplicated thread that makes understanding easier. This makes this comprehension more popular in reading that the first comprehension. In this case, it is more advantageous to students confidence and inspiration, thus leading to an overall academic achievement. This comprehension could be better enhanced by use of visual aids like pictures, illustrations and diagrams (Ajayi, 2005).
At a quick look, the comprehensions share no general topic. The two depict two different situations. The first one describes the school life, while the second one narrates an occasion taking place in a store.
Nevertheless, the two can be connected by a topic like innocence of youth. Nonetheless, that association is improbable and can prove to be difficult for the learners to find out. The materials of the comprehension and the language frames do not fit together with the other parts of the unit. The activities meant for the two parts are available in the workbook. For the first comprehension there are six multiple choice questions and eight for the second comprehension. The diversity of exercises for the comprehensions is limited. For the first comprehension, the questions can only test for the general understanding of the content. The testing of the understanding is necessary, but there is something absent. For such a long comprehension, six questions are not adequate. It would have been better to have additional exercises testing variety of aspects (Ajayi, 2005).
Under the Guided exercises section, there are three activities that offer the unified elements that operate as connections to the two adjacent statements or paragraphs. This section is basically on the development of writing skills. The thought of beginning with an easy item like in the first exercise where three options are provided, is a good one. Due to the fact that there are a limited number of choices, there is a bigger chance of getting it correctly. The second exercise is harder because the number of options is greater. The third exercise is even more challenging than the other two. Here the learners are supposed to organise the fumbled statements into the correct order to create a request and insert connecting terms based on their personal rational ideas. There are no options provided to select from. The sequencing of activities reveals the development from directed exercise to uncontrolled manoeuvring and also from simple to tough course of the language (Ajayi, 2005).
The interaction exercises are characterised by a number of factors. The first feature is that it is personalised. The learners are made to speak about their personal experience. This way they are made to feel more comfortable and prepared to interact. The second feature is that, it is realistic. This is the learners are meant to talk about something that has take place in the recent past. The third feature is that it is motivational. The students are made to talk about the spring break, which they all enjoy very much. The last feature is that it is productive instead of reflective. This is because the learner does not begin with the given exercise of going as per provided language presentation given by a textbook or the instructor. Instead, the learner begins with something he feels free to speak about and with an individual he feels free to speak to.
The book has a number of strengths as well as weaknesses (Ajayi, 2005).
Strengths
There is a reasonable sequencing of the material. This kind of structure is important in enhancing understanding of the language. The structure formulated for the unit reveals firmly controlled, mechanical, directed and free communication. The book reveals a strong emphasis on accuracy and fluency. There is proper appearance, practice and production. The main strength of the book is that is created with relative concentration put on all four communication skills. Each of the skills is given its own place and is put into practice in all the exercises throughout the text. Genuine texts are selected, to ensure efficiency in learning and teaching. All the exercises are given with practical characteristics. Apart from the four main communication skills, other abilities like note-taking, transcription, reading audibly and conversion are also developed, especially in the workbook for the learners that assist in the development of the four communication skills (Ajayi, 2005).
Language frames and practice are perceived to have their importance for the target group. The activities under the language structures have a responsibility in providing a framework for directed language practice. Grammar is very significant, being the scheme of regulations for the formulation of accurate sentences. As a result, it is crucial that students are capable of comprehending and utilising the regulations of grammar. Even if majority of the activities emphasis on language exercise, there are those that emphasis on language utilisation. Some of such exercises are role-playing and interaction exercises. It is possible to increase knowledge that the definitive goal of education in a foreign tongue is to employ it in communicating in the real world (Ajayi, 2005).
Weaknesses
The whole material lacks coherent. The portions of the book are supposed to be connected either by language frames or topics, but this is not the case with this book. There is no general theme in the book. This is because different portions deal with different issues. The language structures are first provided and then practiced. Thereafter, they are not encountered in any other part of the title. The language structures fall short of recycling the capability progress portions that are proper chances to consolidate the comprehension of the language frames taught in the start of the title (Ross, 2002). The limitation of coherence also impacts on the incorporation of the four communication skills, listening included. It also does have an impact on the strategies. Major concern in the skills is revealed in the design of the unit, yet what matters in whether they have been incorporated. The issue is not what stress the material puts on the skills. What matters is how they are incorporated in all the models of factual communication. This is because factual communication is a case where more than a single skill is necessary. If the learners are taught to comprehend the skills individually, the goal of communication can never be attained (Ajayi, 2005).
Ways you might supplement
It is important to note that there is no specific textbook that is that is precisely suited to a specific teaching environment. It is therefore the responsibility of the instructor to find suitable means of utilising it and adapting it to the environment. Therefore instructors must look at the title is closer to the user requirements as possible. For students learning English as the second language, instructors can play a key role in supplementing texts. It is important for them to understand the texts well and try as much as possible to make up for their shortfalls. Audio-visual elements can also be employed to supplement texts in teaching this group (Davison and Cummins, 2007).
Conclusion
The benefits of evaluating learning materials have already been discussed. In evaluating of textbooks teachers are put in a position where they are able to comprehend the language that they supposed to teach. This will make them aware of the strengths and shortfalls of the book in meeting its objectives. They will be in a position to come up with fresh ideas and concepts which will lender their teaching better. They can also be in a position to adjust and rectify some of the obvious shortfalls. In any evaluation process it is important to put into consideration the target group, and the environment. This is because different texts impact different groups of individuals differently, in different circumstances. A variety of ELT texts use various ways of developing listening skills. The two common strategies that are the top-bottom and the bottom-up are prevalent in almost all the texts. It is evident that there is no recent literature on this field. Additional research should be carried out to come up with more comprehensive information on ways of improving ELT instructional materials. Researches should also be done to establish the best way of employing these strategies.
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