Top Notch Series Research Articles

The Effect of Stress on the Essay Writing of Iranians Studying Top Notch Series

The Effect of Stress on the Essay Writing of Iranians Studying Top Notch Series

Representation of Intercultural Communicative Competence in ELT Textbooks: Global Vs. Local Values

ABSTRACT In this study, an attempt is made to probe two sets of widely used ELT textbooks in the Iranian context based on the representation of intercultural communicative competence (ICC). In accord with the theoretical assumptions underlying ICC, we analysed seven English textbooks to find out how they take into consideration the intercultural components including intercultural knowledge, intercultural attitude, and intercultural skills. This paper manifested that unlike the locally produced Iranian Vision series, the Top Notch series was found to take a much broader international approach in representing cultural elements associated with the development of language learners’ ICC. The Vision series has failed to include diverse intercultural components. This alienation is highlighted through insufficient references to the target (or other) cultures, whereby it results in the deprivation of language learners from the authentic, real-life cultural contexts, which adversely affects the development of language learners’ intercultural competence.

Teaching English Pragmatic Features in EFL Context: A Focus on Request Speech Acts

This study attempted to explore the possible impacts of teaching English pragmatic features to Iranian high school students’ use of request speech acts. To this end, a sample of Iranian female high school students (n=50) between 12 to 18 years range of age participated in the study. The students with the same level of proficiency were assigned into two experimental and control groups. The data were collected by administering Multiple-Choice Discourse Completion Test (MDCT) as both the pre and the post-tests. The pragmatic features were selected from the high school English textbooks and the excerpts taken from the Top Notch series (2A, 3A, 2B). With the focus on request speech acts, the control group received conventional instructions whereas the experimental group was exposed to the researchers’ request speech act interventions. After statistical analysis of the findings, the data revealed that teaching pragmatic features has significant impact on the Iranian high school students’ performance on request speech acts. Besides, the overall responses by the experimental group showed that indirect request speech acts were more widely used than direct request speech acts as the sign of social and cultural politeness.

Cultural content of three EFL textbooks: teachers’ and learners’ cultural preferences and cultural themes of textbooks

ABSTRACTCultural content analysis of EFL textbooks has received considerable attention in ELT pedagogy in recent decades. The current study investigated the representation of big “C” and small “c” cultural themes in three common EFL textbooks: Top Notch, Summit and Passages. The frequency analysis indicated that in Top Notch series, small “c” cultural themes of daily life, food, customs/norms and big “C” theme of geography were the most frequent cultural themes; while, in Summit and Passages, the most frequent small “c” cultural theme was values and beliefs. This study also investigated the correspondence between EFL teachers’ and learners’ cultural preferences on the one hand, and the match between their preferences and the cultural content of the books in question. 135 EFL learners and 36 EFL teachers responded to adapted questionnaires. The findings revealed that there were areas of match (mainly in small “c” themes) and cases of mismatch (primarily in big “C” themes) between learners’ and teachers’ preferred cultural themes and the cultural content of the textbooks analysed.

Cultural Components and Subcomponents in Two Persian and English Language Teaching Textbooks: A Comparative Study

The present qualitative research, for the first time, aimed at comparing and contrasting the extent cultural components and subcomponents are represented in the elementary levels of A Course in General Persian and Top Notch Series as foreign language teaching textbooks. The adapted checklist of Lee's Big ‘C' and little ‘c' cultural components (2009) was used for the current study. After content analysis, Big ‘C' cultural components with the highest, lowest, and no frequency in each textbook were identified, and the possible reasons behind the occurrence of each one were addressed. Based on the findings, it was revealed that although the two textbooks enjoyed approximately similar functions concerning non-/presenting Big ‘C' cultural components, the Persian textbook was richer in introducing cultural capsules. And while the cultural capsules in the Persian textbook were associated more with people's common life styles and their daily interactions, those in the English textbook were concerned more with entertaining life style. Concerning little ‘c,' no cultural component was observed in the two textbooks. It is implied that the embedded cultural components and subcomponents in FL/SL textbooks should be the ones which a) are in harmony with learners' language proficiency levels and b) are used (most) frequently in the daily lives of their native speakers.

An Evaluation of Top Notch Fundamentals B: A Four Phase Study

Textbooks play an important role in educational contexts especially in EFL contexts their role are more highlighted. Textbook evaluation in any type, predictive or retrospective, is a necessary part of curriculum design and in this sense is a worthwhile means of conducting research. Recently, Top Notch series have become widely used in Iranian English Institutes and in high schools and pre-university schools. Thus, this study aimed to evaluate Top Notch Fundamentals B based on first, authors’ objectives, and second, the cultural content of the book based on the framework proposed by Ferit Kilickaya (2004). Thirdly, the universal characteristics of EFL materials proposed by Ansari and Babaii was used to see to what extent the book matches those characteristics. The amount and type(s) of technological use was also examined. The strengths and some drawbacks of the book for EFL setting use were also mentioned in the study. The findings would be beneficial for teachers and material developers in EFL contexts. Keywords: Material, material evaluation, Top Notch Fundamentals B, Ferit Kilickaya framework, Ansari and Babaii framework, technological use, authors’ claims

A Critical Discourse Analysis of ELT Materials in Gender Representation: A Comparison of Summit and Top Notch

In spite of the crucial importance of textbooks, their increasing development day by day, and their significant effects on saving time, energy, and budgets, only few studies have been done on textbooks evaluation from a critical discourse analysis perspective. This study aimed to analyze and compare the gender representation in Top Notch and Summit series in order to find out if the gender representation is equally balanced in these two textbooks. The study, thus, analyzed the series in terms of nine major aspects of gender: female and male’s characters, female and male’s pictorial representations, female and male’s titles, activities, and firstness of female and male in the mixed gender dialogues. To that end, Fairclough’s (1989, 2001) models were adopted in order to detect the ideology behind these textbooks. The findings of study indicated that, in most cases, gender representation is more balanced in Top Notch series than in Summit series. The results of this comparative research would also help us gain a better understanding of textbooks currently used in Iranian language institutes.

Iranian Language Teachers’ and Students’ Perspectives on Top Notch Series (2nd edition) at Intermediate Level

As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluateTop Notch coursebook from both Iranian EFL learners’ and teachers’ perspectives. One hundred students and 20 teachers participated in this study. Sixty four of the students and nine of the teachers were male and 36 of the students and 11 of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Top Notch. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strengths of Top Notch from teachers' perspective are grammar, visuals, supplementary materials and culture and from students' point of view are content, grammar, phonology and visuals.

A Textbook Evaluation of Socio-cultural Contexts in Top Notch Series

The study explored the appropriacy of socio-cultural contexts in Top-Notch Series. For this purpose, a survey questionnaire was used to elicit the teachers and supervisors’ perceptions concerning the Series. The findings revealed that the intercultural content of the Series was understandable and positively evaluated by the participants. However, the textbooks had no clear objectives in the beginning and did not satisfy what was stated. Moreover, the textbooks did not satisfy teachers and supervisors’ expectations regarding teachability. Finally, there was no clear consensus regarding the cultural awareness component. To conclude, some implications and suggestions for teachers and textbook designers are considered.

A Critical Analysis of Speech Acts and Language Functions in Top Notch Series

This study intends to analyse the conversation sections of Top Notch 1 textbook from the pragmatic viewpoint of language functions and speech acts. Out of the 10 units of the book 10 conversations were randomly selected and the two pragmatic models of Halliday's (1975) language functions and Searle's (1976) speech acts were applied to analyse the functional domain of the conversations. The results indicated the conversations in this textbook are not functionally appropriate from pragmatic point of view. Finally, some suggestions for teachers and material developers were proposed to compensate for the deficiencies of the conversations in Top Notch series.

E-lifestyle in EFL Course Books: Case Study of Top Notch Series

Different issues and themes are being raised in EFL course books with miscellaneous illustrations here and there among the exercises and readings. This study aimed to analyze the content of a popular EFL course book in terms of priming what has to be called “Electronic Lifestyle” (or “E-lifestyle”). Following one of the biggest twists of the past century pioneered by “Global Village” metaphor of the Communications theorist Marshal McLuhan (1964) and considering American Heritage Dictionary (2009), the term can be defined as “a way of life or style of living that reflects the attitudes and values of a person or a group in relation to electronic advancements” (“lifestyle”). Henceforth, the study attempted to analyze the visual and textual modes of presenting E-lifestyle and reflect on its traces (especially in terms of targeting computer-oriented way of living) in the 6-volume Top Notch series. As a result, the researchers found various noticeable forms and footprints of electronic lifestyle depicted throughout the mentioned series. Thematically, they majorly include using technology for E-shopping (using the internet to buy and sell products) and E-reservation, on-line communication, and using electronic resources and database in research affairs. Based on the findings of this study, it seems that E-lifestyle shapes a considerable rate of what ELT course book writers have thought is necessary for the learners of English to master in the cybernetic age.

On Ethics and Culture: A Matter of Variation or Deviation? A study on Top Notch Series

On Ethics and Culture: A Matter of Variation or Deviation? A study on Top Notch Series

Gender representation in ‘Top-Notch’ series: A critical discourse analysis perspective

This study sought to investigate aspects of gender as represented in one of the currently used English language series, namely, Top Notch Series from a Critical Discourse Analysis (CDA) perspective. This series is widely used for adult language learners from beginner to advanced levels in numerous Iranian language institutes. In effect, the study analyzed the series in terms of three major aspects of gender (relations, positions, and content). To this end, Fairclough’s (2001) three-dimensional model, as a well-established CDA model, which emphasizes the importance of language/power relationship, was adopted in order to extract the ideologies comprising the foundation of this series. The findings revealed that the series represents both genders in a somewhat balanced way. In addition, the series presents both genders equally in such a way that stereotypical norms ingrained into learners are nearly removed. Furthermore, this textbook is argued to have adopted the discourse of marketing and advertising by exploiting both genders, especially the females.

Correlation of Speech Acts and Language Functions in Top Notch Series vs. ILI Textbooks from a Pragmatic Point of View

The present paper is an attempt to evaluate the conversations of two currently used textbooks in Iranian context (Top Notch and ILI textbooks) on the basis of two frameworks of Halliday(1978) and Cohen(1996) to determine features of the books in general and the strengths and weaknesses of them, in particular. For this purpose, two levels (Basic& Intermediate) were selected and two pragmatic models of Halliday and Cohen were applied to analyze them. The researcher codified each speech acts and language functions in the conversations. The researcher concluded that the absence of one of the speech acts and language functions in the conversations of the two previously mentioned textbooks can be regarded as a weak point of these textbooks. The results showed that the conversations in the two textbooks have some pragmatic problems with regard to language functions and speech acts.

Iranian EFL Learners’ Perspectives on New Interchange Series and Top-Notch Series: A Comparative Study

Language learners need to have a number of things at their disposal, namely, effective teachers, well prepared curricula, and appropriate materials. For many learners, textbook might provide the main source of contact they maintain with the language except for the input provided by the teacher (Richards, 2001). Since textbooks are of paramount importance, it deems necessary to improve their quality. The main force of the present paper is to carry out an evaluation on two series of ELT materials namely, Interchange 3rd edition and Top-Notch 2nd. The findings of the study indicated an insignificant difference between the two series.

Investigating the Effects of Word Games on Iranian EFL Learners’ Application of the Words in Writing Paragraph Essays

In Iran, learning vocabulary has been considered a boring subject for a long time and the traditional way of learning vocabulary by mere copying and remembering has shown to be less than effective. Meanwhile, games are also seen as a time-filling activity in most English classrooms. The current research sought to explore the effectiveness of using word games on Iranian EFL intermediate students’ application of the words in writing one paragraph essay. It was carried out at Jahad Sharif English Institute among 60 intermediate male and female learners with the age range of 17-30 through a quasi-experimental research design. The researcher administered a PET test to determine the homogeneity of the participants regarding their general English language proficiency level. Participants were randomly assigned into two groups. After coming up with the conclusion that the two groups were homogeneous, during 16 sessions of treatment, the experimental group was taught using different techniques of word games while the control group received no special treatment. At the end of the treatment, both groups participated in the word game writing test of the word game questions available in Top Notch series the post-test. A t-test was used to compare the mean scores of the two groups, the result of which showed that the learners’ mean score in the experimental group was significantly higher than the learners’ mean score in the control group. In conclusion, the result of this study suggests that foreign language pedagogy, especially for young adult English learners, would benefit from applying word games in their vocabulary instruction and writing.

A Textbook Evaluation of Speech Acts and Language Functions in Top-Notch Series

This study aims at analyzing the conversation sections of Top Notch Fundamental textbooks from the pragmatic dimension of language functions and speech acts. For this purpose, 14 conversations from the entire 14 units of the books were selected randomly and the two pragmatic models of Halliday’s (1978) language functions and Searle’s (1976) speech acts were applied. The results indicated that the conversations in these newly-arrived textbooks are not pragmatically efficacious and functional. Finally, some implications for teachers, material developers, and textbook designers were proposed.