Abstract
Textbooks occurring in diverse social settings points to the need to make textbook evaluation in its social context. Many researchers have highlighted the significance of evaluating textbooks in local practices. The present study aims at exploring the suitability of a listening textbook--- A Listening Course(I) published by Shanghai Foreign Language Education Press in terms of content analysis. The analysis of the textbook finds that the general organization of the book, text types, listening tasks and activities are mostly suitable for first-grade English majors, but it still needs improvement on theme interests, authenticity, task options and assessment. Although ALC is a localized textbook, it still mirrors the macrocosm of English language teaching. The findings of this study will shed light on developing listening materials for textbook developers in order to avoid some pitfalls, and enlighten teachers on selecting suitable listening textbooks.
Highlights
Listening is the basic course of English major and the course that students generally think is difficult, especially in countries where English is a second or foreign language
The analysis of the textbook involves the organization of the unit, text types, listening tasks and activities and integration of language skills, in order to see what merits and demerits are in the book, and provide insights into its suitability whether it fits to the syllabus and help attain its goals that the Syllabus defines, and whether it is sufficient to teach students listening ability and listening comprehension? ALC is a localized textbook, it still mirrors the macrocosm of English language teaching
The study tried to find out the merits and demerits of this listening textbook and the suitability of it for English majors in universities of China
Summary
Listening is the basic course of English major and the course that students generally think is difficult, especially in countries where English is a second or foreign language. Recent years have seen researches of listening shifting from the mastery of micro skills (product-oriented) to cognitive interpretation of listening materials to current process-oriented listening These studies might cover some concerned investigation around this field. As an essential ingredient in English language teaching, English listening textbooks play a pivotal role in non-English environment They rely heavily on the textbook that constitutes a learning. The analysis of the textbook involves the organization of the unit, text types, listening tasks and activities and integration of language skills, in order to see what merits and demerits are in the book, and provide insights into its suitability whether it fits to the syllabus and help attain its goals that the Syllabus defines, and whether it is sufficient to teach students listening ability and listening comprehension? The findings of this study will shed light on developing appropriate listening materials in listening textbooks and help teachers decide what kind of listening materials are suitable for students
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