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جستارهای زبانی، جلد ۱۲، شماره ۵، صفحات ۳۰۵-۳۳۱
عنوان فارسی An Investigation into Pronunciation Representation in an EFL Textbook Series Utilized in a Turkish State University
چکیده فارسی مقاله Textbooks play a crucial role in language education even in a digital age where education tends to be digitalized. It has been claimed that pronunciation is underrepresented in EFL textbooks, notwithstanding its significance in spoken interaction. To this end, this research investigated the treatment of pronunciation in a multilevel EFL textbook series along with such components as teacher’s book, pronunciation extra, and MyEnglishLab. Following the analysis of a total of 264 units in student’s book and other textbook components individually, it was found that suprasegmental features predominated the textbook series compared to segmentals. It was also discovered that controlled practice activities prevailed, pursued respectively by description and analysis, and listening discrimination activities. The findings suggest that the analyzed textbook series contain sufficient amount of pronunciation practice, albeit not including adequate guided and communicative practice. The research concluded that pronunciation is not underrepresented in this textbook series. It might accordingly be inferred that there might be other causes of ignoring pronunciation than its treatment in EFL textbooks in the Turkish context, such as teacher cognition (i.e. beliefs, attitudes, and knowledge, etc.), institutional policies, time constraints, or psychological reasons.
کلیدواژه‌های فارسی مقاله ارزش‌کاهی،الگوی مفهومی تحلیل زباهنگ،هَیَجامَد،الگوی فرهنگی،الگوی SPEAKING،
عنوان انگلیسی An Investigation into Pronunciation Representation in an EFL Textbook Series Utilized in a Turkish State University
چکیده انگلیسی مقاله Textbooks play a crucial role in language education even in a digital age where education tends to be digitalized. It has been claimed that pronunciation is underrepresented in EFL textbooks, notwithstanding its significance in spoken interaction. To this end, this research investigated the treatment of pronunciation in a multilevel EFL textbook series along with such components as teacher’s book, pronunciation extra, and MyEnglishLab. Following the analysis of a total of 264 units in student’s book and other textbook components individually, it was found that suprasegmental features predominated the textbook series compared to segmentals. It was also discovered that controlled practice activities prevailed, pursued respectively by description and analysis, and listening discrimination activities. The findings suggest that the analyzed textbook series contain sufficient amount of pronunciation practice, albeit not including adequate guided and communicative practice. The research concluded that pronunciation is not underrepresented in this textbook series. It might accordingly be inferred that there might be other causes of ignoring pronunciation than its treatment in EFL textbooks in the Turkish context, such as teacher cognition (i.e. beliefs, attitudes, and knowledge, etc.), institutional policies, time constraints, or psychological reasons.
کلیدواژه‌های انگلیسی مقاله Textbook analysis,Pronunciation,segmentals,suprasegmentals,language education,EFL textbook series
نویسندگان مقاله | Ibrahim Halil Topal
English Instructor, College of Foreign Languages, Gazi University, Ankara, Turkey
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-65580-1&slc_lang=fa&sid=14
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