Tài liệu An evaluation of the textbook english for the 10th grade student at le quy don high school

M IN IS T R Y OF E D U C A T IO N A N D T R A IN IN G H A NOI U N IV E R S IT Y NGUYEN THI HONG VAN AN EVALUATION OF THE TEXTBOOK “ENGLISH FOR THE 10th g r a d e s t u d e n t ” AT LE QUY DON HIGH SCHOOL S U B M I T T E D IN P A R T I A L F U L F I L L M E N T O F R E Q U I R E M E N T S O F T H E D E G R E E O F M A S T E R IN r E S O L SUPERVISOR: LE HUY TRUONG M.A HA NOI OCTOBER, 2007 Table of contents Page A c k n o w le d g e m e n ts .......................................................................................... V A b stra cts.............................................................................................................. VI L is t o f abbreviations......................................................................................... V II L is t o f tables and fig u re s ................................................................................. V II I L is t o f a p pe n d ice s............................................................................................ X Chapter I 1 INTRODUCTION 1.1 Background to the stu d y........................................................................... 1 1.2 A im s o f the stu d y......................................................................................... 3 1.3 Research q u e s tio n s .................................................................................. 3 1.4 S ignificance o f the study......................................................................... 3 1.5 Scope o f the stu d y...................................................................................... 3 1.6 O u tlin e o f the stu d y..................................................................................... 4 Chapter II LITERATURE REVIEW 5 2.1 T e xtb o o ks.................................................................................................... 5 2.1.1 Textbooks in language teaching and learning.................................. 5 2.1.2 Types o f te x tb o o k ................................................................................. 6 2.1.3 E xp lo ita tio n o f textbooks....................................................................... 8 2.1.3.1 T extb o o k a ctivitie s 8 2.1.3.2 Approaches to textbook m ethodology.............................................. 10 2.2 T e xtb o o k e va lu a tio n ............................................................................ 12 2.2.1 D e fin itio n o f e va lu a tio n ........................................................................ 12 2.2.2 Reasons fo r textbook evaluation.......................................................... 13 2.2.2.1 The firs t reason: textbook im p e rfe c tio n s ................................ 13 2 2 .2 .2 The second reason: teaching and learning requirem ent........ 14 I շ . 2.2.3 The th ird reason: teachcr’ s responsibility and d u ty ............... 2.2.2.4 The fourth 14 reason: indispensable element o f language c u rric u lu m 15 2.2.3 Types o f textbook evaluation.............................................................. 17 2.2.4 M odels fo r textbook evaluation.......................................................... 19 2.2.5 C rite ria fo r textbook evaluation.......................................................... 24 2.3 Previous research on textbook evaluation............................................. 28 2.4 T extb o o k adaptation................................................................................ 30 2.4.1 Reasons fo r adaptation........................................................................ 30 2.4.2 Techniques fo r adaptation................................................................. 31 Chapter III 33 METHODOLOGY 3.1 The s u b je c ts ................................................................................................ 33 3.1.1 The teachers ............................................................................................ 33 3.1.2 丁he s tu d e n ts .............................................................................................. 33 3.2 34 Data co lle ctio n instrum ents..................................................................... 3.2.1 A 5UI vey on students' needs 34 3.2.2 Q u e s tio n n a ire s ......................................................................................... 35 ^Q uestionnaire fo r s tu d e n ts ........................................................................ 36 +Q uestionnaire fo r te a ch e rs....................................................................... 3t) 3.2.3 D ocum ent analysis................................................................................. 37 3.3 38 Research procedure................................................................................... Chapter IV DATA ANALYSIS AND DISCUSSION 39 4.1 Data analysis................................................................................................. 39 4.1.1 T e xtb o o k analysis.................................................................................... 39 4.1.1.1 A im s ................................................................................................ 39 4.1.1.2 Practical c o n s id e ra tio n s ............................................................... 40 II 4.1.1.3 Design and o rg a n iz a tio n ............................................................... 40 4.1.1.4 M e th o d o lo g y .................................................................................... 41 4.1.1.5 S k ills ................................................................................................. 42 4.1.1.6 Language c o n te n t.......................................................................... 44 4.1.1.7 T o p ic s ............................................................................................... 44 4.1.1.8 M a te ria ls .......................................................................................... 45 4.1.1.9 T im e a llo c a tio n ............................................................................... 45 4.1.2 The survey re su lts...................................................................................... 46 4.1.3 Questionnaires R esults............................................................................ 53 4.1.3.1 Part 1 ֊ Students’ p ro file a n a ly s is .............................................. 53 4.1.3.2 Part 2 ֊ Questions re sp on d e nts.................................................. 54 D is c u s s io n ................................................................................................... 63 4.2.1 A im s ............................................................................................................. 63 4.2.2 Practical considerations.......................................................................... 63 4.2.3 Design and O rg a n iza tio n ........................................................................ 64 4.2 4.2.3.1 O verall organization o f te xtb o o k................................................. 64 4 .2 .3 .2 O rg a n iz a tio n o f cacli u n ii...................................................................... 65 4.2.4 M e th o d o lo g y ............................................................................................. 67 4.2.5 S k ills ........................................................................................................... 68 4.2.6 Language C o n te n t...................................................................................... 70 4.2.7 T o p ic s ............................................................................................ .............. 71 4.2.8 M a te ria ls ..................................................................................................... 72 4.2.9 T im e a llo c a tio n .......................................................................................... 72 Chapter V 73 MAJOR FINDINGS AND CONCLUSION 5.1 M a jo r fin d in g s .............................................................................................. 73 5.1.1 Strengths..................................................................................................... 73 5.1.2 Weaknesses............................................................................................... 74 III 5.1.3 R ecom m endation...................................................................................... 75 5.2 C o n clu s io n ..................................................................................................... 77 REFERENCES 78 A P P E N D IC E S 83 Acknowledgements I w o u ld lik e , from the bottom o f m y heart, to thank m y supervisor, Le H u y Truong M . A ，the lecturer at Ha N oi U n iv e rs ity ，fo r his in sig h tfu l instructions, h e lp fu l comments, considerate assistance, valuable c ritic is m , and use suggestions in the preparations and com pletion o f this thesis. I w o u ld be very grateful to D octor V u Van D ai, Dean o f Departm ent o f Postgraduate Studies, Nguyen Thai Ha M . A ，V ic e Dean o f Departm ent o f Postgraduate Studies, Ha N oi U nive rsity, and all the s ta ff o f this Departm ent fo r th e ir consideration and enthusiasm in helping me to purse the course. I also w ish to thank all m y friends, colleagues and students fo r th e ir cooperation and suggestions in conducting this thesis. I w o u ld lik e to express m y deep gratitude to m y fa m ily , m y mother, m y husband and m y children fo r their love, encouragement and assistance. V Abstract Teaching and learning English in High school follow the system o f textbook compiled and guided by Ministry o f Education and Training. A new system o f textbook o f English has been applied in Le Quy Don High school, Ha Dong city since the year 2005-2006, focusing on the development o f four language skills w ith the aim to help students to use English as a medium o f communication at a basic level o f four skills as well a to understand generally countries, people and cultures o f English speaking countries. A question on discovering the textbook strengths and weaknesses after two year in use is raised. To find out how appropriate it is to student’ s level and need is the main purpose o f this evaluation study. By using course book evaluation model by Cunningsworth (1995) the study has found the textbook advantages and limitations, then has given some practical suggestions to make the book better. The study was carried out in Le Quy Don High school in Ha dong city. The subjects o f the study are teachers o f a group o f English and fifty students o f the 11th grade. Questionnaires and document analysis were used as the main instruments o f data collection. Two sets o f questionnaire one o f which is for the students and the other is for teachers, were taken from Cunningsworth’s checklist. Document analysis is used to analyze the textbook “ English for the 10th grade， ，on the criteria by Cunningsworth (1995). The findings o f the study were that the textbook “ English for the 10th grade” was a valuable one in terms o f Aims, Practical considerations, Design and organization, Method ᄋlogy ， .Skills, Language Content, Topics, Materials. It is suitable to the students in terms o f their goal to use English in communication. Its weaknesses can be adapted to make contribution to the teaching and learning in Le Quy Don High school. VI List o f Abbreviation CD Compact Disc CUP Cambridge U niversity Press English 10 English fo r the 10lh Grade EFL English as a Foreign Language ELT English Language Teaching ESA Engage- Study -A ctivate ESL English as a Second Language М ОЕТ M in is try o f Education and T ra inin g LI The First Language L2 The Second Language LQD High School Le Quy Don H igh school ppp Presentation 一 Practice - Production TESOL Teaching English to Speakers O f O ther languages VII List o f tables and figures Page Table 1 A va ila b le Textbook Package 39 Table 2 U n it form at 39 Table 3 T extbook A c tiv itie s 40 Table 4 Proportions o f A ctivitie s 41 Table 5 T extbook Topics Table 6 O verall average per question 53 Figure 1 Components o f Language Developm ent 15 Figure 2 The place o f Evaluation 16 Figure 3 A n open model o f evaluation from B e ll 20 Figure 4 E valuation model by Hutchinson & Waters 21 Figure 5 Techniques fo r adaptation by C unningsw orth 30 Figure 6 Proportions o f activities 41 Figure 7 Sex demographics 44 Figure 8 K now ledge o f English analysis 44 Figure 9 Interest table 44 Figure 10 A im s and objectives 45 Figure 11 Practical considerations 46 Figure 12 Design and organization 46 42-43 VIII Figure 13A M e th o do lo gy- students，responses 47 Figure 13B M e th o d o lo g y- teachers’ responses 47 Figure 14A S k ills - students’ responses 48 Figure 14B S k ills -֊ teachers’ responses 48 Figure 15A Language content- students’ responses 49 Figure 15B Language content- teachers’ responses 49 Figure 16A T o p ics ֊stu d e n ts’ responses 50 Figure 16B T o p ics- teachers’ responses 50 Figure 17 O ve ra ll consensus 51 Figure 18 S tudents’ Questionnaire results 52 Figure 19 Teachers’ questionnaire results 52 Figure 20 S tudents’ textbook topics interest F ig u re 21 S k ill im portant ranking in H ig h school 55 Figure 22 S k ill im portant ranking in d a ily life 56 Figure 23 Preferred type o f interaction 56 Figure 24 Students’ purposes o f learning English 57 54-55 List o f a p p e n d ic e s Page A p p e n d ix 1A Student p ro file (E nglish version) 78 A p p e n d ix IB Student P rofile ( Vietnamese version) 78 A p p e n d ix 2A Questionnaire fo r students (E nglish version) 79 A p p e n d ix 2B Q uestionnaire fo r students (Vietnam ese version) 84 A p p e n d ix ЗА Questionnaire fo r teachers (E nglish version) 90 A p p e n d ix 3B Questionnaire fo r teachers (Vietnam ese version) 95 A p p e n d ix 4 O rig in a l u n it o f the textbook “ E nglish 10” 99 A p p e n d ix 5 Table o f content o f the textbook “ E nglish 10” 99 X C H A P T E R O N E : I N T R O D U C T IO N 1.1 Background to the study English, a foreign language subject, is a basis and compulsory subject in high school curriculum. It is one o f the important subjects which can not be absent in High school education. Teaching and learning English in high schools in Vietnam is based on the system o f textbooks, designed and produced by a group o f Vietnamese textbook writers in M inistry o f Education and Training (МОЕТ). There used to be different kinds o f English textbook. Since the school year 2005-2006 a new system o f English books has been first put into use in Le Quy Don High school. Now (the school year 2006-2007) it is the second year in use. This book seems to be the perfect one when it focuses on four skills with many tasks. Besides, its practical considerations, methodology, topics, language content, design and organization are supposed to be perfect. However, during teaching process the reflection towards this book is not as good as we expected. This book has not been the perfect one yet. Practically, students seem uninterested in some tasks. They feel bored with some text contenls w hich are considered unattractive for high school a^c. Bcbiücb, c a d i unit bccnib to be overloaded in terms o f time. The time for each unit is five periods. However, this time amount is not enough to cover all the teaching items as required. In fact, teachers have to teach very quickly to catch up with proposed teaching plan. It leads to the ineffectiveness o f the teaching and learning. Theoretically, textbook evaluation is found to be natural when it is an indispensable step o f a curriculum development, including planning, development, implementation and evaluation. (Nunan, 1988; Skilbeck, 1984; Brown, 1995). Textbook evaluation is a common thing and valuable in language teaching. Finding the strengths and weaknesses o f the textbook to make it the best available for our teaching context becomes necessary. This can be done only through evaluation. Teachers are in charge o f teaching language, therefore, it is the teacher’ s responsibility to make informed judgments about textbooks and teaching materials. Evaluating textbook is n e c e s s a ry d u e to the n ee d o f fin d in g its a d v a n ta g e s a n d lim ita tio n s for a d a p tin g to h av e successful teaching and learning. As a teacher o f English I find it natural to evaluate the textbook. Lastly, the evaluation o f this textbook becomes necessary when the book has never been evaluated to examine how well it matches the objectives o f the course an suit students’ backgrounds, although used since 2005，in terms o f subject content, language content as well as methodology. W ith the above-mentioned causes the author o f this study would like to do a research on evaluation o f the English textbook for the 10 Grade w th the effort to make the teaching and learning English in Le Quy Don High school more interesting. Because o f no perfect textbook, the findings o f the imperfections would promote teachers’ teaching and students’ learning. Le Quy Don High school is in Ha dong city. It belongs to Ha Tay Educational and Training Service. It is a big school with 70 classes o f three grades: 10lh, 1l lh, and 12lh. As in other high schools in Vietnam, English is the main subject which has been taught for three 45-minute periods a week in a large classroom. One teacher is in charge o f a class with the number o f 50 students who were considered to have finished General English course due to their graduation from jun io r secondary schools (from the 6th to 9th grades) but their English proficiency level skill remains different. Students o f Le Quy Don High school mainly come from the city and the outskirt o f the city. Like all high school students, the students in Le Quy Don High school wish to leam English for their final exam and for future work or study. They want to have good English skills. However, there is the fact that students’ skills o f English are not equivalent while learning in high school. Many reasons for this problem are considered. One o f them, possibly, comes from the textbook o f English. Therefore, the author would like to explore how students and teachers think o f the textbook they have learned. 1.2 Aim o f the study This study aims at evaluating the textbook “ English for the 10th grade， ’- volume one by a group o f auth이-s Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan” in terms o f the criteria such as aims, practical considerations, language content, design and organization, topics, skills, methodology and materials to gather information that the author w ill use to offer some suggestions to make the textbook better. 1.3 Research question Is this book suitable to the students in terms o f their needs and knowledge level? 1.5 Significance of the study This study is an attempt to make contribution to the improvement o f the quality o f the textbook o f English for the 10lh grade used in Le Quy Don High school in particular and in every school in Vietnam in general. Information collected from the evaluation o f this textbook, such as its strength and weaknesses may help teachers o f English in High schools promote their effectiveness o f teaching and pupils learning bv suitable adjustment. The study w ill theoretically contribute to the field o f textbook evaluation in Vietnam. 1.6 Scope o f the study According to Brown (1995), the process o f material evaluation should lead to various findings such as Attitude, Effectiveness, Efficiency. Effectiveness and Efficiency is measured through qualitative method (an experiment with diagnostic and achievement tests) while Attitudes can be earned out with quantitative method (questionnaires, document analysis, interviews, surveys). It is ideal to investigate materials from all mentioned points. However, due to the limitations o f time and scope o f the reseach, in this study the researcher would like to focus mainly on Attitude as a leading finding for dealing with the research question. 1.6 O u t li n e o f the st udy W ith th e aim to im p ro v e teachiing and learn ing E nglish for th e 10lh g ra d e stu d e n ts the author o f this study decide to evailuate the existing book used for the 10th grade so that the adaptation on the book can be exhaustively completed. The thesis consists o f five chapters: Chapter one, Introduction, p ro v id e s a brief description o f the topic including Background to the study, rationale for the study, aim o f the study, research question and outline o f the study. Chapter two, Literature review, presents theoretical basic o f textbook evaluation, discussed and analyzed by ELT well-known experts and researchers. Besides, this chapter mentions recent studies on textbook evaluation carried by authors o f English. Chapter three, Methodology, includes fours parts. The first part presents the settings o f the study. The second one presents certain instruments o f data collection and rationale o f one data instrument chosen. The third one describes the procedure o f data collection. The last one is the description o f the subjects for the research. Chapter fo u r, Data Analysis and Discussion, presents the results collected from the teachers and the students and the data gathered from the analysis o f the textbook English fo r the l ơ h grade. The result will be discussed to find out the advantages and limitations o f the textbook. Chapter fiv e , Recommendation and Conclusion, presents the suggestions for the textbook adaptation for its improvement. This chapter concludes the thesis. C H A P T E R T W O : L IT E R A T U R E R E V IE W This chapter aims to provide a theoretical base to develop an operational framework for textbook evaluation o f the book English for the 10lh grade. This chapter includes three parts as follows: Part 1, Textbook, mentions textbook in language teaching and learning, types o f textbook and exploitation o f the textbook. Part 2，Textbook evaluation, mentions the definition, types o f textbook evaluation, reasons, models, criteria o f textbook evaluation. Part 3，Textbook adaptation, mentions reasons and techniques for adaptation. 2.1 T ex tb o o k 2.1.1 Textbook ỉn language teaching and learning For students studying in non-native speaking countries teacher and textbook are the two most important and immediate cultural links between the students native culture and the target foreign culture. There can be no denying the fact that textbooks still maintain enormous popularity. Cunningsworth, (1995) has broadened the role o f course books when he considers course books best seen as a resource in achieving aims and objectives that have already been set in terms o f learner needs. According to him, “ Course books have multiple roles in ELT and can serve as + A resource for presentation material (spoken and written) + A source o f activities for learner practice & communicative interaction. + A reference source for learner on grammar, vocabulary, pronunciation etc. + A source o f stimulation & ideas for classroom language activities. + A syllables (where they reflect learning objective which have already been determined). + A resource for self-directed learning o f self-access work + A support for less experienced teachers who have yet to gain in confidence.” (Cunnin^sworth, 1995, p.7) Most o f the researchers agree with the idea that textbook is the most (XMTimon form o f teaching materials in language teaching (Richard, 2001), (Hutchinson & Torres, 1994) and generally sensitive to student’ s needs (O ’ N elly ，1982). Besides, Haycroft ( 1988, cited by Litz, 2005) considers that “ one o f the primary advantages o f using textbooks is that they are psychologically essential for students because their progress and achievement can be measured concretely when we use them” . Other theorist such as Sheldon (1988) suggests that textbooks not only represent the visible heart o f any E LT program but also offer considerable advantages -for both the student and the teacher- when they are being used in the ESL/EFL classroom. Ansary and Babaii (2002) represent very clearly the role o f textbook after a period o f study: + A textbook is a framework which regulates and times the programs. + In the eyes o f learners, no textbook means no purpose. + W ithout a textbook, learners think their learning is not taken seriously. + In many situations, a textbook can serve as a syllabus. A textbook provides ready-made teaching texts and learning tasks. + A textbook is a cheap way o f providing learning materials. +A learner without a textbook is out o f focus and teacher-dependent. + For novice teacher, a textbook means security, guidance and support. In shorts, textbooks play an important role in language teaching and learning. Understanding the role o f textbooks w ill support teaching and learning languages. 2.1.2 Types o f textbook Teaching materials are a key component in most language programs. Much o f the language teaching that occurs throughout the world today could not take place without the extensive use o f commercial materials. These may take the form o f (a) printed materials such as books, workbooks, worksheets or readers; (b) non-print materials such as cassette or audio materials ，videos or computer-based materials; (c) materials that comprise both print and non-print sources such as self-access materials and materials on the Internet (Richard 2001 ). 6 As mentioned above, textbooks play a very indispensable role in language teaching and learning. This is because o f the variety o f textbooks. According to Grant (1987) textbooks are classified into two kinds: Traditional and Communicative. Traditional textbooks have all or most o f these characteristics: - They tend to emphasize the forms , or patterns o f language ( the grammar) more than the communicative functions o f language- the jobs we do using it, for example, asking for infomiation, making requests, apologizing，asking the way, etc. - They tend to focus on reading and w riting activities rather than listening and speaking activities. - They often make use o f a great deal o f L I . - They emphasize the importance o f accuracy. - They tend to focus rather narrowly on a syllabus and examinations. - They are often attractive to some teachers, because they seem easy to use and are highly examination-orientate. Communicative textbooks try to solve the above-mentioned characteristics made by traditional textbooks by creating opportunities for the students to use the language in the classroom, as a sort o f “ halfway house” before using it in real life. Communicative textbooks have the follow ing characteristics: - They emphasize the communicative functions o f language - the jobs people do using the language- not just the forms. - They try to reflect the student needs and interests. - They emphasize skills in using the language, not just theforms o f language, and they are, therefore, activity-based. - 丁hey usually have a good balance among the four language skills but may emphasize listening and speaking more than a traditional textbook does. - They tend to be very specific in their definition o f aims - Both content and methods reflect the authentic language o f everyday - T h e y e n c o u r a g e w o r k in g ro u p s a n d pairs, and th e r e f o r e m a k e h e a v ie r d e m a n d s life on teachers’ organizational abilities. 7 - They emphasize fluency, not just accuracy. Due to the need o f using foreign language as a medium o f communication in social life c o m m u n i c a t i v e t e x tb o o k s are c o n s id e r e d p r e m i u m c h o ic e . T h e i r ch a ra c te ris tic s are taken as the basis to evaluate one book in the tendency o f communication. 2.1.3 E x p lo ita tio n o f textb o ok s 2.1.3.1 Textbook activities One o f the aims and objectives o f the textbook, as guided by М О Е 丁 is to help students to use English as a medium o f communication at basic level o f four skills: listening, speaking, reading and writing. Therefore, i f the development o f communicative language ability is the goal o f classroom learning, then communicative practice must be part o f the process. However, what kind o f practice w ill lead to the development o f communicative language ability? The answer is “ natural language use’’ which is called as “ fluency activities ， ，(Brumpit, 1984a, cited by Hedge, 2000). In his definition, fluency activities “ develop a pattem o f language interaction within the classroom which is as close as possible to that used by competent performers in the mother tongue in real life. In B ru m fit’ s view, fluency activities w ill give students the opportunities to produce and understand items which they have gradually acquired during activities focused on linguistic form. Talking about textbook activities, Prabhu (1987 cited by Hedge, 2000) gives a useful typology o f activities as follows: - Information-gap activity which involves a transfer o f given information from one person to another, one form to another, one place to another, generally calling for the decoding or encoding OI information from or into language. - Reasoning-gap activity which involves deriving some new information from given information through processes o f inference, deduction, practical reasoning or a perception o f relationsnips or patterns. - Opinion-gap activity which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion, another is taking part in the discussion o f a social issue. The activity may involve using factual information and formulating arguments to ju s tify one’s opinion, but 8