Abstract
This study attempts to analysis the extent of using authentic reading materials in the English syllabus Action Pack Twelve used currently in Jordanian schools. Therefore, a qualitative research methodology was carried out to examine the extent in which the reading materials are authentic and if they are match with the General Guidelines and General and Specific Outcomes (GG and GSO). The findings of the analysis revealed that the reading materials of Action Pack twelve have a high degree of authenticity which was 79.50% as 31 reading texts out of 39 texts were authentic. There is a sturdy match between reading materials with the(GG and GSO).This tendency to include authentic materials stresses on the effectiveness of this approach in enriching the communicative competence of the Jordanian learners at the secondary stage which helps them to use the English language in actual contexts in the outer world. In addition, the reading materials are suitable to the learners' level and the reading activities present real life situations that are related to learners’ interests through the vast variety of interesting updating themes of the reading comprehension as well as making learner’s future use of the English language smoother in their undergraduate studies at universities.
Highlights
It is extremely significant to acknowledge that Jordan considers teaching English as a foreign language EFL as apriority, the Ministry of education contributes in improving the quality of EFL teaching through improving the curriculum to suit learners’ needs as well as instructional strategies to reach the communicative competence utilizing the targeted language
Molle stated that the standards that any educational syllabus might follow are essential limitations which characterize the instructional strategies which any teacher should follow (Molle, 2013).deleted As a result of careful planning the Ministry of Education has developed the quality of teaching English by introducing Action Pack series for both basic and secondary level learners which are in light of the General Guidelines and General and Specific Outcomes( GG and GSO) giving a comprehensive description of the knowledge and skills learners are expected to acquire in grades 1-12 including accounts of how to improve the four essential skills; listening, speaking, reading and writing
This indicated that the authenticity of the reading texts in Action Pack Twelve strongly match with the General Guidelines and General and Specific Outcomes for English Language in Jordan of 2006( GG and GSO) (See Table 4 as an example).deleted
Summary
It is extremely significant to acknowledge that Jordan considers teaching English as a foreign language EFL as apriority, the Ministry of education contributes in improving the quality of EFL teaching through improving the curriculum to suit learners’ needs as well as instructional strategies to reach the communicative competence utilizing the targeted language. Molle stated that the standards that any educational syllabus might follow are essential limitations which characterize the instructional strategies which any teacher should follow (Molle, 2013).deleted As a result of careful planning the Ministry of Education has developed the quality of teaching English by introducing Action Pack series for both basic and secondary level learners which are in light of the General Guidelines and General and Specific Outcomes( GG and GSO) giving a comprehensive description of the knowledge and skills learners are expected to acquire in grades 1-12 including accounts of how to improve the four essential skills; listening, speaking, reading and writing. Many studies have been conducted in Jordan to inspect the number of EFL curricula meet learners’ needs. (e.g. Al Omari, 2018; Al Habahabeh, 2016; Al Omari, Bataineh, & Smadi, 2015)
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