Presenting the Rationale for the Field-Study, Its Aims and Scope, the Research Questions, Significance, Methods, and Design of the Field-Study.
CHAPTER ONE: INTRODUCTION
This chapter aims at presenting the rationale for the field-study, its aims and scope, the research questions, significance, methods, and design of the field-study.
1.1 Introduction
It is a common assertion that materials in general play a crucial part in language learning (Robinson, 1991; Nunan, 1991). This accounts for the fact that discussions of the roles of materials appear in almost all books on course design. Materials not only provide learners with a wide range of useful and fascinating information but also can play a part in enhancing learners’ motivation- thus, facilitate their acquisition (Dudley- Evans& St John, 1998; Nonaka, 2001).
On materials, it can be seen that the textbook is the ‘visible heart’ of any ELT (English Language Teaching) program. Several advantages of using textbook have been suggested by researchers. For example, textbooks help to standardize instruction and assessment. That is, by giving students in different classes the same textbook, teachers can teach and test them in the same way (Richards, 2005). Textbooks also provide syllabus for a program, thus supporting novice teachers, training them in methodology and saving their time and effort for more worthwhile pursuits than material production (Cunningsworth, 1995). What is more, since textbooks are always carefully tested before being brought into the market so they give students credibility. Students also often expect to use a textbook in their learning program (Sheldon, 1998).
In spite of the aforementioned positive view of textbooks use, however, there have also been certain reservations about this use. One of the most cited concerns is that textbooks are often implicitly prescriptive and thus might control the methods, process and procedures of classroom practice and ‘deskill’ teachers (Allwright, 1982). Another concern is that since textbooks are often written for global markets, they may not suit all classrooms and might require adaptation to
This chapter aims at presenting the rationale for the field-study, its aims and scope, the research questions, significance, methods, and design of the field-study.
1.1 Introduction
It is a common assertion that materials in general play a crucial part in language learning (Robinson, 1991; Nunan, 1991). This accounts for the fact that discussions of the roles of materials appear in almost all books on course design. Materials not only provide learners with a wide range of useful and fascinating information but also can play a part in enhancing learners’ motivation- thus, facilitate their acquisition (Dudley- Evans& St John, 1998; Nonaka, 2001).
On materials, it can be seen that the textbook is the ‘visible heart’ of any ELT (English Language Teaching) program. Several advantages of using textbook have been suggested by researchers. For example, textbooks help to standardize instruction and assessment. That is, by giving students in different classes the same textbook, teachers can teach and test them in the same way (Richards, 2005). Textbooks also provide syllabus for a program, thus supporting novice teachers, training them in methodology and saving their time and effort for more worthwhile pursuits than material production (Cunningsworth, 1995). What is more, since textbooks are always carefully tested before being brought into the market so they give students credibility. Students also often expect to use a textbook in their learning program (Sheldon, 1998).
In spite of the aforementioned positive view of textbooks use, however, there have also been certain reservations about this use. One of the most cited concerns is that textbooks are often implicitly prescriptive and thus might control the methods, process and procedures of classroom practice and ‘deskill’ teachers (Allwright, 1982). Another concern is that since textbooks are often written for global markets, they may not suit all classrooms and might require adaptation to