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- Type of Document: M.Sc. Thesis
- Language: Farsi
- Document No: 44287 (31)
- University: Sharif University of Technology
- Department: Languages and Linguistics Center
- Advisor(s): Alemi, Minoo; Jahangard, Ali
- Abstract:
- It is generally observed that the textbooks employed in the classrooms play a crucial role in the process of teaching and learning a second/foreign language. As a result, a number of studies have been carried out to evaluate English Language Teaching (ELT) materials. Trying to contribute to this growing body of literature, the present study was conducted to evaluate the eight most popular global textbooks which are taught in Iranian ELT institutes in terms of their task types according to Nunan’s (1999) classification of the tasks. Nunan (1999) classified tasks into different groups according to the strategies underpinning them. He divided tasks into five major groups each one consisting minor groups. As a whole, 20 different task types were categorized under the main types of cognitive, interpersonal, linguistic, affective, and creative. The purpose of this study was to a) investigate what types of tasks were utilized in these textbooks; b) probe which of these task types were more frequent in these textbooks; c) examine the existence of any significant difference among the frequency of task types in these textbooks; and d) explore which books were more balanced in comparison to others with regard to each task types. To this end, all tasks of each textbook were categorized in their major and minor associated groups. In order to enhance the validity of the process, the list of categorization was then cross-checked with two specialists. After the categorization of all tasks, the results of Frequencies, Percentages, and Chi Square revealed that (a) these ELT materials covered most of the tasks specified by Nunan (1999), (b) linguistic tasks were the most frequent type of tasks in almost all of the textbooks, (c) there was a significant difference among the frequency of task types in these textbooks, i.e. some of the textbooks significantly focus on particular types of tasks in comparison to others, and (d) Total English, English Result and Interchange proved to be the most balanced textbooks respectively in comparison to others with regard to each task types. The results of this study could be helpful for curriculum developers, instructors, and institute authorities to become aware of different task types used in each of these global materials and better select the most suitable one for their purpose. They can also help material developers to develop ELT materials with more balanced types of tasks
- Keywords:
- Textbook Evaluation ; Task ; Task Type ; Nunan's (1999)Classification of Tasks
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