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Visual Representation of Sports Activities in Secondary School English and Turkish Coursebooks

Year 2014, Volume 2 - Issue 2, 137 - 149, 03.02.2015
https://doi.org/10.14486/IJSCS137

Abstract

Along with language teaching purposes, coursebooks also convey different kinds of cultural and social messages through both written texts and visualization. Therefore, studying coursebooks in terms of such qualities is necessary in foreign language education. In the learning process, visualization plays a pivotal role since visuals cater for concrete sensory stimuli and thus is an indispensable part in all coursebooks. The aim of this study is to comparatively investigate how sports, including recreational activities, are portrayed in secondary school English and Turkish coursebooks prepared according to the new education system in relation to such variables as which sports are particularly shown, and sex of persons doing sports and/or recreational activities. A total number of eight coursebooks (four English and four Turkish) are studied and the findings are also compared with similar studies. The results showed the problems associated with these coursebooks. 

References

  • Arıkan, A. (2008). Topics of reading passages in ELT coursebooks: What do our students really read? The Reading Matrix, 8(2), 70-85.
  • Bacha, N., Ghosn, I., & McBeath, N. (2008). The textbook, the teacher and the learner: A Middle East perspective. Ed. B. Tomlinson, English language learning materials: A critical review, 281-299. London: Continuum Press.
  • Bucher, A. C. (1972). Foundations of physical education. Mosby Company: Saint Louise.
  • Cohen, L., Manion, L., & Morrison K. (2007). Research methods in education. USA: Routledge.
  • Croft, R. S. & Burton, J. K. (1994). Toward a new theory for selecting instructional visual materials. ERIC No: ED 380075.
  • Cunningsworth, A. (1995). Choosing your coursebook. Heinemann: Oxford.
  • Gay, L. R., Milles. G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Pearson: USA.
  • Giroux, H. A. (1983). Theory and Resistance in Education: A pedagogy for the opposition. New York: Bergin & Garvey.
  • International Olympic Committee. (2007). Teaching values: An Olympic education toolkit. Switzerland: Touchline.
  • Kırmızı, Ö. (2007). A suggested reading syllabus B-1 (threshold) level in regard to European language portfolio based on common European framework of reference for languages. Unpublished Master’s thesis. Ankara: Hacettepe University.
  • Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 311-326.
  • Linse, C. T. (2005). Practical English language teaching: Young learners. New York: The McGraw-Hill.
  • Öztürk, E. (2007). A suggested writing syllabus for students at proficiency level B-2 vantage defined in common European framework of reference for languages. Unpublished Master’s thesis. Ankara: Hacettepe University.
  • Richards, J. C. (2005). Curriculum development in language teaching, Cambridge University Press: New York.
  • Skliar, O. S. (2007). Sex representations and sex bias in ELT textbooks published in the Middle East: A case study of ELT textbooks published in Turkey and Iran. Unpublished Master’s thesis. Ankara: Middle East Technical University.
  • Söylemez, Ö. (2010). Sexism in language coursebooks: A study on sex representations in the visuals of the primary and secondary education English coursebooks. Unpublished Doctoral thesis. Ankara: Gazi University.
  • Wharton,S. (2005). Invisible females, incapable males: sex construction in a children’s reading scheme. Language and Education, 19, 238-251.
  • Zorba, E. (2002). Türkiye'de rekreasyona bakış, gelişimi ve beklentiler. 7th International Sport Sciences Congress. Turkey/Antalya 27-29 October 2002, pp.185-194.
  • Zorba, E. (2011). Identifying the computer competency of recreation department undergraduates. Turkish Online Journal of Education and Technology, 10(4), 211-220.
  • Zorba, M. G., & Arıkan, A. (2012). Representation of sports and recreational activities in primary school English language coursebooks. The Online Journal of Recreation and Sport, 1(1), 39-45.
Year 2014, Volume 2 - Issue 2, 137 - 149, 03.02.2015
https://doi.org/10.14486/IJSCS137

Abstract

References

  • Arıkan, A. (2008). Topics of reading passages in ELT coursebooks: What do our students really read? The Reading Matrix, 8(2), 70-85.
  • Bacha, N., Ghosn, I., & McBeath, N. (2008). The textbook, the teacher and the learner: A Middle East perspective. Ed. B. Tomlinson, English language learning materials: A critical review, 281-299. London: Continuum Press.
  • Bucher, A. C. (1972). Foundations of physical education. Mosby Company: Saint Louise.
  • Cohen, L., Manion, L., & Morrison K. (2007). Research methods in education. USA: Routledge.
  • Croft, R. S. & Burton, J. K. (1994). Toward a new theory for selecting instructional visual materials. ERIC No: ED 380075.
  • Cunningsworth, A. (1995). Choosing your coursebook. Heinemann: Oxford.
  • Gay, L. R., Milles. G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Pearson: USA.
  • Giroux, H. A. (1983). Theory and Resistance in Education: A pedagogy for the opposition. New York: Bergin & Garvey.
  • International Olympic Committee. (2007). Teaching values: An Olympic education toolkit. Switzerland: Touchline.
  • Kırmızı, Ö. (2007). A suggested reading syllabus B-1 (threshold) level in regard to European language portfolio based on common European framework of reference for languages. Unpublished Master’s thesis. Ankara: Hacettepe University.
  • Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 311-326.
  • Linse, C. T. (2005). Practical English language teaching: Young learners. New York: The McGraw-Hill.
  • Öztürk, E. (2007). A suggested writing syllabus for students at proficiency level B-2 vantage defined in common European framework of reference for languages. Unpublished Master’s thesis. Ankara: Hacettepe University.
  • Richards, J. C. (2005). Curriculum development in language teaching, Cambridge University Press: New York.
  • Skliar, O. S. (2007). Sex representations and sex bias in ELT textbooks published in the Middle East: A case study of ELT textbooks published in Turkey and Iran. Unpublished Master’s thesis. Ankara: Middle East Technical University.
  • Söylemez, Ö. (2010). Sexism in language coursebooks: A study on sex representations in the visuals of the primary and secondary education English coursebooks. Unpublished Doctoral thesis. Ankara: Gazi University.
  • Wharton,S. (2005). Invisible females, incapable males: sex construction in a children’s reading scheme. Language and Education, 19, 238-251.
  • Zorba, E. (2002). Türkiye'de rekreasyona bakış, gelişimi ve beklentiler. 7th International Sport Sciences Congress. Turkey/Antalya 27-29 October 2002, pp.185-194.
  • Zorba, E. (2011). Identifying the computer competency of recreation department undergraduates. Turkish Online Journal of Education and Technology, 10(4), 211-220.
  • Zorba, M. G., & Arıkan, A. (2012). Representation of sports and recreational activities in primary school English language coursebooks. The Online Journal of Recreation and Sport, 1(1), 39-45.
There are 20 citations in total.

Details

Primary Language En
Journal Section Articles
Authors

Mehmet Galip Zorba This is me

Publication Date February 3, 2015
Published in Issue Year 2014 Volume 2 - Issue 2

Cite

APA Zorba, M. G. (2015). Visual Representation of Sports Activities in Secondary School English and Turkish Coursebooks. International Journal of Sport Culture and Science, 2(2), 137-149. https://doi.org/10.14486/IJSCS137
IntJSCS is published by International Science Culture and Sport Association (ISCSA).