Журнал жылына 4 рет жарыққа шығады (наурыз, маусым, қыркүйек, желтоқсан) иб №15211
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vestnik-pedagogika-4-69-2021-dlya-sajta
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and dynamic. The former mode is used to evaluate “tangible” aspects like teacher and learner materials while the latter explores abstract aspects like “flex - ibility, creativityand exploration”. In another study, Miekley (Miekley, 2005:34) [18] introduces a checklist that he assumes to be an asset in coursebook evaluation. These evaluative criteria comprise of a checklist divided into three sections; textbook, teacher’s manual and context. Textbook section offers sub-categories of content, vocabulary and grammar, exercises and activities, attractiveness of the texts and physical make-up with elaborating yes/no questions for each category. Besides, teacher’s manual section includes general features, background information, methodological guidance, supplementary exercises and materials with underlying yes/no questions. Context section, on the other hand is comprised of yes/no questions with more elaborative yes/no questions underneath signaling the appropriacy for the curriculum, stu - dents and teachers to be rated in a 5- point Likert scale from excellent to totally lacking as well as op - tions of mandatory, optional and not applicable. Regarded as one of the 21st Century Skills, the ICT tools investigated in each course book were audio CDs, CD-ROMs, DVDs, chat, e-mail, social software (blog, wiki, podcast), the Internet (web - page), e-portfolio and internet-based project works. The findings showed that few ICT tools were inte - grated with the course books while most of them were ignored. To elaborate, all of the course books were supplied with audio CDs and web-page. How - ever, none of them provided social software, e-mail, chat or internet-based project works. Only one of the course books had e-portfolio while two of them had the components of CD-ROMs and DVDs. Having seen that most of the ICT tools were ig - nored in the course books, the researcher concluded the study with the pedagogical benefits of integrat - ing these tools into the course books. Despite the fact that little research has been done to analyse 21st Century Skills in ELT course books, some studies were available on the evaluation of communication and critical thinking in the course books which are two of the 4Cs (communication, collaboration, critical thinking and creativity) aimed to be investigated in the current study. With respect to studies conducted on communication, Faucette aimed to identify and analyse the concepts and ex - amples of communication strategies in ELT mate - rials. There were eleven communication strategies categorised by the researcher as recommended to teach, possibly recommended and not recommended to teach. The recommended communication strate - gies were identified as ‘approximation / generalisa - tion’, ‘circumlocution / paraphrase’, ‘word coinage’ and ‘appeal for assistance’. The researcher included foreignizing and time-stalling devices in the catego - ry of possibly recommended. However, the strate - gies of ‘borrowing’, ‘topic avoidance’, ‘message replacement’, ‘abandonment’ and ‘non-verbals’ were kept under the category of not recommended to teach. All the strategies were investigated in ELT 98 An analysis of elt coursebooks in terms of 21 st century skills textbooks and teachers’ resource books in another study. Over nine ELT textbooks and eight teachers’ resource books, communication strategies included the most were appeal for assistance and circumlo - cution /paraphrase. In addition, the findings showed that textbooks seemed to promote communication strategies less than the teachers’ resource books and the activities presented in the textbooks were not ef - fective as they were desired to be. However, com - munication strategies introduced in the teachers’ resource books were not ideal either, which led the researcher to conclude with a request of more high- quality materials to be designed to teach communi - cation strategies. Another study that investigated the coursebooks used in 11th and 12th grades in Mo - roccan public schools in terms of critical thinking was done by Mrah (Mrah ,2017:230) [19] through content analysis. The learning objectives of Bloom’s Revised Taxonomy were addressed in each reading task of ‘Ticket to English’ Level 1 and 2. In both lev - els, lower-order thinking skills were more frequent. The cognitive category understand was the most frequent one while there was no task promoting the cognitive category create. The study, also, listed the types of reading activities included in both course - books for each category of the taxonomy. In con - clusion, the author suggested some reading activity types that could be included in the coursebooks to foster higher-order thinking skills. Wu and Pei (Wu and Pei,2018:80) [20], on the other hand, analysed three coursebooks used for intensive reading purposes in freshman year of English Majors. The coursebooks to be analysed were English through Culture (2004), Contem - porary College (2010) and Think English (2015). The authors developed their coding scheme based on Bloom’s Original Taxonomy with definitions of each cognitive level, question words and patterns. The questions in each reading task were identified as simple and composite questions and they were evaluated separately to see how the cognitive lev - els of Bloom’s Taxonomy were covered in simple and composite questions. The study findings indi - cated that in all three books, the lowest cognitive level of the taxonomy ‘knowledge’ was included the most while ‘application’ level was the least. Another finding revealed from the study was that the more recently the book was published, the more activi - ties that promote higher-order thinking skills were included. Considering the other 2Cs of the 21st Century Skills which are creativity and collaboration, the current study is unable to present available studies since the author could not find any on evaluating ELT coursebooks in terms of creativity and collabo - ration. Moreover, available literature has provided no studies regarding the coursebooks to be analysed in the current study. As the related studies show, lit - tle research has been done to investigate the 4Cs of the 21st Century Skills in ELT coursebooks. Having stated in the previous sections, in the light of this research, communication, collaboration, creativ - ity and critical thinking skills are analysed in ELT coursebooks. The following section presents the methodology which explains “how” this research problem is investigated. жүктеу/скачать 3,54 Mb. Достарыңызбен бөлісу:
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