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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- Results and discussion
| Methodology
The current study employs a qualitative method – content analysis design. As a qualitative research technique, content analysis is widely used to “in - terpret meaning from the content of the text data” ( Hsieh & Shannon, 2005:1279) [21]. Content analy - sis has often been used in social sciences to explore the texts ina systematic way with some alternative protocols such as discourse analysis, rhetorical analysis, ethnographic analysis and conversation analysis . The scope of this study is limited to the ELT coursebooks, recently developed by three interna - tional publishing companies English Plus by Oxford University, Excel by Express Publishing and Full Blast by MM Publications. for 9 th grade. The course - book series were chosen from the most widely used ones in Kazakhstan based on the information ob - tained from the representatives of these publishing companies. Results and discussion The current study intended to answer one main question and four sub-questions. In order to answer the main question, first the sub-questions will indi - vidually be addressed. The first sub-question of the main research question aimed to investigate the in - clusion of communication skills in ELT coursebooks. For this purpose, a 12-item evaluation checklist was used to analyse to what extent communication skills are integrated in the student’s book and workbook activities as well as the teaching notes presented in the teacher’s books. Based on the findings, it was shown that communication skills were dealt with in each coursebook series and their components to some extent. When the overall evaluation of each coursebook series was calculated, it was found out that the Full Blast contains communication skills 81,3%; the English Plus 79,3%, the Excel 69,4% . 99 M.E. Seitova, M.A. Narymbetov In the student’s books, the majority of the tasks, which include communication skills were air-work speaking activities. In their study, Demirbas (Demir - bas,2010:10) [22] underline that group and pair work activities provide more communication skills and are regarded as more entertaining in terms of language practice. Considered as one of the communication skills, cultural information presented in every unit of each coursebook series was analysed. However, all the series provided information regarding world culture rather than the culture of native English speakers. Appropriate use of language; that is, knowing what to say when and to whom and politeness was one of the most neglected communication skills in ELT coursebooks, which was also in line with the findings of Vellenga’s (Vellenga,2004:4) [23] study. Although language functions were addressed in ev - ery student’s book unit, there were not enough ex - amples showing how to use language appropriately in different environments and circumstances. This skill is quite important in terms of maintaining ef - fective and successful communication. As for the second sub-question, which deals with the integration of collaboration skills into the coursebooks, analysis was done through a 10-item evaluation checklist. The collaboration skills anal - ysed in the coursebooks were mainly identified as knowing when to speak and listen in a group work, working on a project task in a group, desired fea - tures of collaboration (patience, respect, caring etc.), responsibility, willingness to collaborate, turntaking in shared activities, managing the sharing of tasks in a group and evaluating others’ contribution. With regards to these collaboration skills, the findings of the study have revealed that the жүктеу/скачать 3,54 Mb. Достарыңызбен бөлісу:
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