An English Language Textbook: A Friend or a Foe

Abstract

The article considers the basic issues of the foreign language textbook: characteristics and functions, areas of improvement, effective use and role in the students’ social development. Being a model of the actual educational system, an English language textbook acts as the syllabus for the course; gives students confidence and a sense of achievement; performs the main principles of language education. However, there are only a few possibilities to create favorable conditions for students’ comprehensive development, to make foreign language lessons motivating, learner-centered and with regard to the students’ different learning styles and attitudes, remaining within the limits of the textbook. Investigation shows that the following areas of English language textbooks, used in Russia, need improvement: language content, subject matter, methods, balance of skills, cultural and developing content, conformity with the educational goals and teaching/learning conditions; authenticity of texts and language material; variety of activities and exercises, availability of socially oriented situations, etc. Modern theory of language education focuses on learners’ comprehensive development (social, cultural, emotional, cognitive), which ensures their interaction with other people and successful socialization. Hence, the content of a foreign language textbook should provoke a variety of emotions, allow students to assimilate universal humanistic values, social norms and elements of foreign culture. Universal learning skills development is the other important task of a foreign language textbook. So, it is essential to bring the content and the methods of the textbook in line with the needs and interests of the students in the particular teaching and learning environment.