Research Article
BibTex RIS Cite

Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook

Year 2019, Volume: 20 Issue: 2, 564 - 577, 31.08.2019
https://doi.org/10.17679/inuefd.482825

Abstract

Instructional materials are
important elements in language classrooms, and they provide the basic language
input that learners take and the language practice that takes place in the
classroom. Most of the language teachers use coursebooks; however, an important
role of the teacher is to evaluate the coursebook because whatever methodology
or approach teachers have, they mu fit the needs of their particular group of
learners.  This study provides insights
from two perspectives. First, it focused on the views of pre-service teachers
regarding 9th grade course book, Teenwise. 
Second, pre-service teachers identified the weak parts of the coursebook
units they teach and they adapted these weak parts. The purpose of the analysis
of their adaptations was to find out which techniques pre-service teachers use
when the coursebook does not meet their expectations. The evaluation of the
coursebook revealed that pre-service teachers are satisfied with language
skills and language content of the coursebook. However, pre-service teachers
thought that structure and vocabulary presentations and activities should be
developed. The adaptations of the pre-service teachers showed that the most
used technique to adapt the units was “add”, “reorder” and “modify”. It is
concluded that in order to help them make use of coursebooks more effectively
and aid teaching learning process when they become teachers, it is important to
train pre-service teachers about how to evaluate coursebooks they use and how
to adapt the coursebook units to fit current ELT approaches and their students’
needs.

References

  • Referans 1 Bilash, O. (2009). Communicative Activities, Retrieved April 2017 fromhttp://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/communicative% 20activities.html. Referans 2 Bulut, E., Ertopçu, F. B., Özadalı, S. U., Şentürk, S. (2017). Teenwise. Ankara: Milli Eğitim Bakanlığı Yayınları.Referans 3 Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.Referans 4 Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation. Paper presented at the Regional LanguageCentre Singapore. (ERIC document Reproduction Service No. ED 338037)Referans 5 Garton S., Graves K. (2014) Materials in ELT: Current Issues. In Garton S., Graves K. (Eds), International Perspectives on Materials in ELT (pp. 1-15). London: Palgrave Macmillan.Referans 6 Kitao, K & Kitao, S. K. (1997). Selecting and Developing Teaching/Learning Materials. Internet TESL Journal,IV (4). Referans 7 Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.Referans 8 Lee, J., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.Referans 9 McDonough, J. and Shaw, C. (2003) Materials and Methods in ELT. Oxford: Blackwell.Referans 10 McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh UniversityPress.Referans 11 Nation, I.S.P. & Macalister. J. (2010). Language curriculum design. New York: Routledge.Referans 12 Ranalli, J. M. (2003). ELT Coursebooks in the Age of Corpus Linguistics: Constraints and Possibilities. RetrievedJune 2017 from https://www.cels.bham.ac.uk/ resources/ essays/ Ranalli6.pdf. Referans 13 Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University PressReferans 14 Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.Referans 15 Richards. J. (2015). Theories of Teaching in Language Teaching. Retrieved May 2017 fromhttps://www.researchgate.net/publication/265199592_Theories_of_Teaching_in_Language_Teaching Referans 16 Rubdy, R. (2003). Selection of materials. In Tomlinson, B. (Ed.) Developing Materials for Language Teachin (pp. 37–57). London: Continuum. Referans 17 Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seildlhofer (Eds.),Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp.125–144). Oxford: Oxford University Press.Referans 18 Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. London: Continuum Press.Referans 19 Tomlinson, B. (2010). What do teachers think about English coursebooks? Modern English Teacher, 19(4), 5-9.Referans 20 Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2),143–179. https://doi.org/10.1017/S0261444811000528 Referans 21 Tomlinson, B. (2016). The Importance of Materials Development for Language Learning. In M. Azarnoosh, M.Referans 22 Zeraatpishe, A. Faravani, H. R. Kargozari (Eds.), Issues in Materials Development (pp. 1-10). Rotterdam, The Netherlands: Sense Publishers.Referans 23 Woodward, T. (2001). Planning Lessons and Courses. Cambridge: Cambridge University Press.

Öğretmen Adaylarının Ders Kitabı Değerlendirmesi ve Uyarlaması: 9. Sınıf İngilizce Ders Kitabının Değerlendirilmesi

Year 2019, Volume: 20 Issue: 2, 564 - 577, 31.08.2019
https://doi.org/10.17679/inuefd.482825

Abstract

Öğretim
materyalleri, dil sınıflarında önemli öğelerden biridir ve öğrencilerin dili
öğrenmesini ve sınıfta yer alan dil pratiğini sağlar. Dil öğretmenlerinin çoğu
ders kitaplarını sınıftaki temel materyal olarak kullanırlar ancak öğretmenin
önemli bir rolü kullandığı ders kitabını değerlendirmektir. Öğretmenler hangi
öğretim yöntemi veya yaklaşıma sahip olursa olsun, belirli bir grup öğrencinin
öğrenim ihtiyaçlarını karşılamalıdır bu nedenle ders kitabı değerlendirme ve
uyarlama önem kazanmaktadır. Bu çalışma iki taraflı bakış açısı sunmaktadır.
Öncelikle, 9. sınıf ders kitabı olarak kullanılan Teenwise ile ilgili öğretmen
adaylarının görüşlerini incelemektedir. İkinci olarak, öğretmen adayları
öğrettikleri ders kitabı ünitelerinin etkili olmayan kısımlarını belirlemiş ve
etkili bulmadıkları bölümleri daha iyi öğrenme sağlamak için uyarlamışlardır.
Uyarlama analizinin amacı, ders kitabının beklentilerini karşılamadığı
durumlarda öğretmenlerin hangi teknikleri kullandığını bulmaktır.. Ders kitabı
değerlendirilmesi sonuçları, öğretmen adaylarının ders kitaplarını dil
becerileri ve dil içeriği açısından yeterli bulduğunu göstermektedir. Ancak
öğretmen adayları, dil bilgisi ve sözcük öğretimi ve etkinliklerinin
geliştirilmesi gerektiğini düşünmektedirler. Öğretmen adaylarının ders kitabı
uyarlamalarında en çok kullanılan tekniğin “ekleme”, “yeniden düzenleme” ve
“değiştirme” olduğunu bulunmuştur. Sonuç olarak, öğretmen adaylarının ders
kitaplarını daha etkin bir şekilde kullanması ve öğretmen olduklarında öğretme
öğrenme sürecine etkili katkı sağlamaları önemlidir. Bu nedenle, öğretmen
adaylarını kullandıkları ders kitaplarını nasıl değerlendirecekleri ve ders
kitaplarını güncel dil öğretim yaklaşımları ve öğrencilerin ihtiyaçları
doğrultusunda nasıl uyarlayacakları konusunda eğitmek gereklidir.

References

  • Referans 1 Bilash, O. (2009). Communicative Activities, Retrieved April 2017 fromhttp://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/communicative% 20activities.html. Referans 2 Bulut, E., Ertopçu, F. B., Özadalı, S. U., Şentürk, S. (2017). Teenwise. Ankara: Milli Eğitim Bakanlığı Yayınları.Referans 3 Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.Referans 4 Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation. Paper presented at the Regional LanguageCentre Singapore. (ERIC document Reproduction Service No. ED 338037)Referans 5 Garton S., Graves K. (2014) Materials in ELT: Current Issues. In Garton S., Graves K. (Eds), International Perspectives on Materials in ELT (pp. 1-15). London: Palgrave Macmillan.Referans 6 Kitao, K & Kitao, S. K. (1997). Selecting and Developing Teaching/Learning Materials. Internet TESL Journal,IV (4). Referans 7 Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.Referans 8 Lee, J., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.Referans 9 McDonough, J. and Shaw, C. (2003) Materials and Methods in ELT. Oxford: Blackwell.Referans 10 McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh UniversityPress.Referans 11 Nation, I.S.P. & Macalister. J. (2010). Language curriculum design. New York: Routledge.Referans 12 Ranalli, J. M. (2003). ELT Coursebooks in the Age of Corpus Linguistics: Constraints and Possibilities. RetrievedJune 2017 from https://www.cels.bham.ac.uk/ resources/ essays/ Ranalli6.pdf. Referans 13 Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University PressReferans 14 Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.Referans 15 Richards. J. (2015). Theories of Teaching in Language Teaching. Retrieved May 2017 fromhttps://www.researchgate.net/publication/265199592_Theories_of_Teaching_in_Language_Teaching Referans 16 Rubdy, R. (2003). Selection of materials. In Tomlinson, B. (Ed.) Developing Materials for Language Teachin (pp. 37–57). London: Continuum. Referans 17 Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seildlhofer (Eds.),Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp.125–144). Oxford: Oxford University Press.Referans 18 Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. London: Continuum Press.Referans 19 Tomlinson, B. (2010). What do teachers think about English coursebooks? Modern English Teacher, 19(4), 5-9.Referans 20 Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2),143–179. https://doi.org/10.1017/S0261444811000528 Referans 21 Tomlinson, B. (2016). The Importance of Materials Development for Language Learning. In M. Azarnoosh, M.Referans 22 Zeraatpishe, A. Faravani, H. R. Kargozari (Eds.), Issues in Materials Development (pp. 1-10). Rotterdam, The Netherlands: Sense Publishers.Referans 23 Woodward, T. (2001). Planning Lessons and Courses. Cambridge: Cambridge University Press.
There are 1 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Selma Kara 0000-0002-3572-0687

Publication Date August 31, 2019
Published in Issue Year 2019 Volume: 20 Issue: 2

Cite

APA Kara, S. (2019). Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 564-577. https://doi.org/10.17679/inuefd.482825
AMA Kara S. Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook. INUJFE. August 2019;20(2):564-577. doi:10.17679/inuefd.482825
Chicago Kara, Selma. “Pre-Service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20, no. 2 (August 2019): 564-77. https://doi.org/10.17679/inuefd.482825.
EndNote Kara S (August 1, 2019) Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 2 564–577.
IEEE S. Kara, “Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook”, INUJFE, vol. 20, no. 2, pp. 564–577, 2019, doi: 10.17679/inuefd.482825.
ISNAD Kara, Selma. “Pre-Service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20/2 (August 2019), 564-577. https://doi.org/10.17679/inuefd.482825.
JAMA Kara S. Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook. INUJFE. 2019;20:564–577.
MLA Kara, Selma. “Pre-Service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 20, no. 2, 2019, pp. 564-77, doi:10.17679/inuefd.482825.
Vancouver Kara S. Pre-service Teachers’ Coursebook Evaluation and Adaptation: An Evaluation of 9th Grade English Coursebook. INUJFE. 2019;20(2):564-77.

2017 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.