In contrast to the reality outside of school, textbooks, especially in the context of teaching English as a foreign language (TEFL), are still the most important medium for language learning purposes today. However, the academic evaluation of textbooks is surprisingly a rather neglected field of study. Also, the very few studies that evaluate an EFL-textbook mostly only consider the technical dimension of analysis, such as the theoretical perspective of EFL methodology. Yet, to gain a more holistic impression of a textbook, one should also include the practical perspective of EFL teachers.
Therefore, the present case study critically evaluates one exemplary textbook combining the theoretical perspective of EFL didactics and the practical perspective of EFL teachers. The TEFL textbook chosen for this case study is titled “English G21 A5” published by Cornelsen in 2010. It is designed for grade 9 at Gymnasium in Germany. Taking Unit 1 of this textbook as an example, this paper aims at examining the potential of this textbook for EFL learning and teaching. The central question is whether the textbook meets the various requirements posed to a textbook including the numerous principles that are part of contemporary EFL methodology and central educational standards.
In the first part of the analysis (chapter 4) the question is in how far the textbook meets the theoretical requirements of TEFL. For the second part of the analysis (chapter 5) a small survey was carried out conducting qualitative interviews with four different teachers. Employing qualitative content analysis, the survey intends to find out about the teachers’ opinion on the textbook focusing on the question, how the teachers assess the value of the textbook for their teaching practice. Prior to the analysis it is, however, necessary to elaborate on some theoretical background (chapter 2). This involves describing the main paradigms of contemporary EFL methodology as well as illustrating relevant theoretical context in relation to the term textbook and textbook evaluation revealing central requirements EFL textbooks need to fulfil. The aim of this twofold description is to develop a list of criteria (section 2.2.4) that will be used as the foundation of the textbook evaluation. The selected textbook will be introduced in more detail in chapter 3.
Inhaltsverzeichnis (Table of Contents)
- 1. INTRODUCTION
- 2. THEORETICAL CONTEXT
- 2.1 Contemporary EFL Methodology
- 2.1.1 Transition from traditional approaches to communicative language teaching
- 2.1.2 Communicative Competence and Intercultural Communicative Competence
- 2.1.3 Interactionism and Constructivism: Two learning theories that shape CLT
- 2.1.4 Important facilitators of modern TEFL
- 2.1.5 Educational and Curricular Standards
- 2.2 Textbooks and their potential for EFL learning
- 2.2.1 Textbooks: A Definition
- 2.2.2 The role and the functions of the textbook in the EFL classroom
- 2.2.3 Textbook related academic research and the need for textbook evaluation
- 2.2.4 Expectations and requirements posed to an EFL textbook: Towards a set of criteria as an evaluation tool
- 2.3 Criteria Checklist
- 2.1 Contemporary EFL Methodology
- 3. THE TEXTBOOK IN QUESTION: ENGLISH G21 A5
- 4. ANALYSIS PART I (THE THEORETICAL PERSPECTIVE)
- 4.1 Unit 1: Lead-In
- 4.2 Unit 1: Part A
- 4. 3 Unit 1: Part B
- 4.4 Unit 1: Part C
- 4.5 Unit 1: Part D
- 4.6 Unit 1: Other aspects
- 5. ANALYSIS PART II (THE TEACHERS' PERSPECTIVE)
- 5.1 Method of research and evaluation
- 5.2 Content analysis of the teacher interviews
- 6. RESEARCH RESULTS
- 6.1 Results
- 6.2 Critical Discussion
- 7. CONCLUSION
- 8. REFERENCES
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This case study critically evaluates the "English G21 A5" textbook from two perspectives: theoretical and practical. It aims to determine whether the textbook meets the requirements of contemporary EFL methodology and fulfills the expectations of EFL teachers. The study highlights the following key themes:- Transition from traditional approaches to communicative language teaching (CLT) in EFL.
- The role and functions of textbooks in EFL classrooms.
- The importance of textbook evaluation from both a theoretical and practical perspective.
- The analysis of "English G21 A5" based on criteria derived from contemporary EFL methodology and teacher perspectives.
- The potential of "English G21 A5" for EFL learning and teaching.
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction: This chapter introduces the study, highlighting the significance of textbooks in EFL learning and the need for comprehensive evaluation considering both theoretical and practical aspects. It focuses on the specific textbook "English G21 A5" and its relevance to the German EFL context. The central research question is formulated, aiming to assess whether the textbook meets the requirements of contemporary EFL methodology and the needs of EFL teachers.
- Chapter 2: Theoretical Context: This chapter provides a comprehensive theoretical background for the study. It examines the transition from traditional approaches to CLT in EFL, highlighting key concepts and paradigms like communicative competence, intercultural communicative competence, interactionism, constructivism, and the role of educational standards. The chapter then defines textbooks and discusses their functions and importance in EFL classrooms. It further explores the current state of academic research related to textbook evaluation and outlines the expectations and requirements posed to EFL textbooks, ultimately developing a set of criteria for textbook evaluation.
- Chapter 3: The Textbook in Question: English G21 A5: This chapter provides a detailed introduction to the textbook "English G21 A5", outlining its features, target audience, and overall structure. It is crucial for understanding the context of the subsequent analysis.
- Chapter 4: Analysis Part I (The Theoretical Perspective): This chapter evaluates the textbook "English G21 A5" based on the theoretical framework presented in Chapter 2. It analyzes Unit 1 of the textbook to determine how well it aligns with principles and practices of CLT. The chapter examines different components of the unit, including the lead-in, individual parts, and overall structure, to assess its potential for promoting effective EFL learning.
- Chapter 5: Analysis Part II (The Teachers' Perspective): This chapter explores the teachers' perspective on the textbook. It describes the methodology employed for conducting a small survey involving interviews and questionnaires with four EFL teachers who use "English G21 A5" in their classrooms. The chapter analyzes the teachers' opinions on the textbook's value, functionality, and potential for supporting their teaching practices.
Schlüsselwörter (Keywords)
The key focus of this study lies on the evaluation of EFL textbooks, specifically "English G21 A5," within the context of contemporary EFL methodology and the practical experiences of EFL teachers. It examines the theoretical foundations of CLT, textbook functions and requirements, and the interplay between theoretical perspectives and practical application in assessing the textbook's effectiveness. The research incorporates keywords such as communicative language teaching, textbook evaluation, EFL methodology, teacher perspectives, and the potential of textbooks for EFL learning.- Quote paper
- Saleem Arif (Author), 2020, Evaluating Textbooks and Their Potential for EFL Learning and Teaching. A Case Study, Munich, GRIN Verlag, https://www.grin.com/document/539495
