Textbook evaluation in terms of pronunciation teaching
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
University Of Oum El Bouaghi
Abstract
The present study aimed to evaluate middle school Second Generation textbooks in terms of pronunciation teaching. The evaluation was intended to identify to which extent pronunciation teaching is effective in Second Generation middle school textbooks. The study adopted a mixed method approach which is a blend of both qualitative and quantitative methods of data collection. Qualitatively, an interview was designed, analyzed and discussed. The sample of the study consisted of seven middle school teachers of English randomly selected. Quantitatively, the evaluation included the analyses of the textbooks of the three first grades of middle school in terms of pronunciation teaching against an evaluation checklist by the evaluator and two other middle school teachers of English. A review of evaluation checklists developed by different researchers and some insights from teachers' interviews led to the decision that an adapted checklist would best fit this study. Frequencies, and mean scores of the quantitative data were calculated, whereas the qualitative data gathered through the checklist were analyzed thematically. The results of this study showed that Second Generation middle school textbooks do not reflect the specifications of the syllabus nor do they have explicit clear objectives in terms of pronunciation. The results also showed that the textbooks were not supplemented with enough necessary audio materials. Accordingly, the study concludes with a number of suggestions and recommendations, which, in sum, call for more attention to be given to pronunciation within textbooks, in particular, and pronunciation teaching in general.
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Keywords
Pronunciation, Textbook evaluation, Competency based approach