Investigating the effectiveness of the reading materials in an English language coursebook: A Case from Turkey

Yıl 2017, , 9 - 27, 27.11.2017

Hulya Gir Korkmaz Enisa Mede

https://doi.org/10.21666/muefd.304280

Öz

The purpose of this study was to evaluate the reading
materials in the Speakout coursebook used as an instructional material for EFL learners
enrolled in a language preparatory program in Turkey. Specifically, the reading
materials were examined in terms of text appropriateness, purpose of the
materials, learner needs and vocabulary development taking emphasizing the
perceptions and experiences of the Turkish EFL instructors. The participants of
this study were 163 EFL instructors working at a foundation (non-profit,
private) university in Istanbul, Turkey. The data was collected from a
questionnaire, reflective essays and stimulated recall protocols. The findings
revealed that the reading materials were satisfying in relation to length,
level of the texts along with authenticity and introduction of target culture;
however, certain modifications with regard to topics, genre, visuals,
strategies, activities and word recycle were required to be addressed more
closely. Based on the gathered findings, the reading materials were adapted in
the existing program.

Anahtar Kelimeler

coursebook evaluation, reading materials, teachers’ perceptions, English as a foreign language (EFL)

İngilizce Ders Kitabındaki Okuma Materyallerinin Etkililiğinin Araştırılması: Türkiye'den bir Örnek

Öz

Bu çalışmanın
amacı, Türkiye’nin yabancı dil hazırlık programlarında, orta seviyede ingilizce
yeterliliğine sahip öğrenciler için eğitim materyali olarak kullanılan Speakout
ders kitabındaki okuma materyallerinin etkililiğini incelemektir. Okuma
materyalleri özellikle metinlerin seviyeye uygunluk düzeyi, amaçları, öğrenci
gereksinimleri ve kelime gelişimi açısından ele alınmıştır. Bu çalışmaya
İstanbul’da özel bir üniversitede çalışmakta olan, yabancı dil olarak İngilizce
öğreten 60 öğretim üyesi katılmıştır ve veriler bu kişilere uygulanan anketler,
yansıtıcı metinler ve sesli düşünme tekniği ile toplanmıştır. Bulgular okuma
materyallerinin uzunluğu, seviyesi, gerçekliğe uygunluğu ve erek kültürün
tanıtımı açısından etkili olduğunu ancak hala konu, çeşit, görseller, okuma
stratejileri, aktiviteler ve kelime tanıma ile ilgili bazı değişikliklere
değinilmesi gerektiğini vurgulamıştır. Çalışma ayrıca ders kitabı
değerlendirmesinde dikkate alınması gereken bazı pedagojik öneriler sunmaktadır

Anahtar Kelimeler

ders kitabı değerlendirmesi, okuma materyalleri, öğretim üyelerinin görüşleriı, yabancı dil olarak İngilizce öğretimi

Kaynakça

• Adam, M. & Collins, A. (1979). A Schema-Theoretic View of Reading. Freedle, R. (Ed.). New Directions in Discourse Processing. Norwood. NJ: Ablcx.
• Ali, M. N. (2010). An evaluation of the reading texts & exercises in SB & WB of English for
• Arikan, A. (2008). Topics of reading passages in ELT coursebooks: what do our students really read? The Reading Matrix, 8(2) pp. 70-85.
• Azarnoosh, M. (2014). Evaluating a reading textbook: Select Reading. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 6(3), 365-374.
• Carrell, P. L. (1998). Can Reading Strategies Be Successfully Taught? The Language Teacher, 22(3), pp.7-14.
• Cunningham, P. M., & Allington, R. L. (1994). Classrooms that work: They can all read and write. New York: HarperCollins.
• Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials. London: Heinemann Educational Books.
• Çakıt, I. (2006). Evaluation of the EFL textbook “New Bridge to Success 3” from the perspectives of students and teachers. (Unpublished Master’s Thesis). Middle East Technical University, Ankara, Turkey.
• Ebrahimi, N. A., & Rahimi, A. (2013). Towards a more efficient EFL reading comprehension classroom environment: The role of content and critical reading. Apples- Journal of Applied Language Studies. 7 (2), 1-15.
• Ellis, R. (1998). The evaluation of communicative tasks. In B. Tomlinson (Eds.), Materials Development in Language Teaching (pp.217-238). Cambridge: Cambridge University Press.
• Glaser, B. (2004). Re-modelling grounded theory. Forum Qualitative Social Research, 5(2).
• Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education.
• Grabe, W. (2002). Foundations for L2 reading instruction. The Language Teacher Online. Retrieved from http:// www.jalt-publications.org/tlt/articles/20 02/07/grabe
• Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle.
• İpek, H. (2014). The contribution of reading lessons on students’ general or world knowledge. International Journal on New Trends in Education and Their Implications, 5(4), 232-241.
• Kayapınar, U. (2009). Coursebook evaluation by English teachers: Inonu University Journal of the Faculty of Education, 10 (1).
• Larsen-Freeman, D., & M. H. Long. (1991). An introduction to second language acquisition research. Harlow: Longman.
• McDonough J., & Shaw C. (2003). Materials and methods in ELT: Blackwell Publishing.
• Rahman, H. (2007). An evaluation of the teaching of reading skills of English in Bangladesh. Unpublished Master’s Thesis. University of Rajshahi, Bangladesh.
• Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
• Rummelhart, D.E. & Ortony, A. (1977). The Representation of Knowledge in Memory. In Anderson, R.C., Spiro, R.J. & Montaque, W.E., (Eds.) Schooling and the Acquisition of Knowledge (pp. 99-136) NJ: Erlbaum.
• Sheridan, M. (1981). Theories of Reading and Implications for Teachers. Reading Horizons, 22(1), pp. 67-71.
• Stahl, S. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice, (pp. 95-114).
• Tomlinson B. (1998-2011). Materials development in language teaching. Cambridge: Cambridge University Press.
• Tomlinson, B. (Ed) (2003). Developing materials for language teaching. London and New York: Continuum.
• Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), The Cambridge guide to TESOL (pp.66-71). Cambridge: Cambridge University Press.
• Tomlinson, B. (2009). Materials Development in language teaching. Cambridge: Cambridge University Press.
• Tomlinson, B., Dat, B., Masuhara, H., & Ruby, R. (2001). EFL Course books for Adults. ELT Journal, 55(1), 80-101. Retrieved from http://eltj.oxfordjournals.org/content/55
• Turnbull, W. (2002). The place of authenticity in technology in the New Zealand curriculum. International Journal of Technology and Design Education, 12, pp. 23-40.
• Ur, P. (1996). A course in language teaching, practice and theory. Cambridge: CUP.
• Uslu, D. (2003). EFL teachers’ reading textbook evaluation criteria before and after training. (Unpublished Master’s Thesis). Anadolu University, Eskişehir, Turkey.
• Zohrabi, M. (2011). Coursebook development and evaluation for English for general purpose course. Canadian Center of Science and Education. 4(2), pp. 213-222.