Face2face and Global As Textbooks from Language Learners’ Perspectives

Year 2013, Volume: 2 Issue: 3, 123 - 145, 27.01.2014

Kadim Öztürk Ferdane Denkci Akkaş

Abstract

 

Teaching and learning materials which directly affect classroom instruction constitute the core of a language curriculum. Particularly textbooks are considered to be a crucial component of language programs since they serve as the basis for much of the language input besides as a form of teacher training which foster language instruction (Richards, 2001). Textbooks obviously play a significant part both in the professional lives of teachers and in the learning process of students turning ELT textbook publishing into a multi-million pound industry today. This study aims to reveal and compare university preparatory students’ opinions about two popular ELT textbooks in Turkey: Global by Macmillan and Face2Face by Cambridge. The data have been collected with a questionnaire developed by Çakıt (2006) from 488 students at Dokuz Eylul University, School of Foreign Languages, half of whom have been using Face2Face as a textbook in the classroom while the other half have been taught English with Global. The data have been analyzed statistically with SPSS packet program and the results show that the students find Face2face more suitable for their level, easier to follow and more beneficial for their learning than Global. 

Keywords

Textbook, language learning, language learner, opinion, Global, Face2face

References

• Bağceci, B. & Yaşar, M. (2006). Ortaöğretim kurumlarında ingilizce öğretimine ilişkin öğrenci görüşleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 6(1):9-16 (2007).
• Bağceci, B. (2004). Ortaöğretim kurumlarında İngilizce öğretimine ilişkin öğrenci tutumları (Gaziantep ili örneği). XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
• Brown, H. D. (2001). Teaching by principles. London: Longman.
• Can, T. (2012). Milli eğitim bakanlığı yabancı dil olarak İngilizce ders kitaplarında strateji öğretimi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, Sayı 18 (2012-2) 1-16.
• Çakıt, I. (2006). Evaluation of the of the efl textbook “new bridge to success 3” from the perspectives of students and teachers. Yayımlanmış yüksek lisans tezi, ODTÜ, Ankara.
• Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Sayı 21 (2006-29) 285-307.
• Cengizhan, L. (2007). Üniversitelerin ingilizce hazırlık sınıfı öğretim programlarının karşılaştırılması. Gazi Üniversitesi IV. Ulusal Kongresi.
• Crawford, J. (2004). The role of materials in the language classroom. In Richards, J. C. & Renandya, W. A. (Eds.), Methodology in language teaching. (pp. 80-91). Cambridge: Cambridge University Press.
• Cunningsworth, A. (1995). Choosing your coursebook. Bath: Heinemann.
• Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York; London: Routledge.
• Harmer, J. (1991). The practice of English language teaching. London: Longman.
• Işık, A.& Altmışdört, G. (2010). Yabancı Dil Öğretiminde Malzeme Değerlendirme. Eğitim Fakültesi Dergisi, Sayı 23 (2010-1) 221-238.
• Kesen, A. (2010). Turkish efl learners’ metaphors with respect to English language coursebooks. Novitas-ROYAL (Research on Youth and Language), Sayı 4 (2010-1) 108-118.
• Mc Donough, J. & Shaw, C. (2003). Materials and methods in elt. The UK: Blackwell Publishing.
• Reinders, H. & Balçıkanlı, C. (2011). Do classroom textbooks encourage learner autonomy? Novitas-ROYAL (Research on Youth and Language), Sayı 5 (2011-2) 265-272.
• Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.
• Seliger, H.W. & Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.
• Tekir, S. & Arıkan, A. (2007). An analysis of English language teaching course books by Turkish writers: “let’s speak English 7” example. International Journal of Human Sciences, Sayı 4 (2007-2).