آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,456 |
| تعداد مقالات | 17,804 |
| تعداد مشاهده مقاله | 58,071,526 |
| تعداد دریافت فایل اصل مقاله | 19,603,134 |
Investigating the Predominant Levels of Learning Objectives in General English Books | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 5، دوره 8، شماره 17، مهر 2016، صفحه 93-114 اصل مقاله (322.9 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| sahar Zahed alavi* 1؛ Rahman Sahragard2 | ||
| 1PhD Candidate of TEFL, Shiraz University | ||
| 2Associate professor of TEFL, Shiraz University | ||
| چکیده | ||
| This study investigated nine General English books (five produced by non-native Iranian speakers and four produced by native speakers) in terms of learning objectives in Bloom’s Revised Taxonomy (2001). The aim was to find out which levels of Bloom’s Revised Taxonomy are dominant in the books. So, the contents of the books were codified based on a coding scheme designed by Razmjoo and Kazempurfard (2012). The inter-coder and intra-coder reliability of the coding were estimated through SPSS software resulting in 96.5 and 97.3 respectively, which are very high. The data were analyzed and the frequencies and percentages of occurrence of different learning objectives were calculated. The results of the study revealed that in books produced by non-native speakers, A1 (Remembering Factual Knowledge) is the dominant learning objective level used, and in books produced by native speakers, both A1 (Remembering Factual Knowledge) and B1 (Understanding Factual Knowledge) are the dominant levels. Furthermore, lower order thinking skills (the three low levels in Bloom’s Revised Taxonomy) are the most prevalent learning levels in books produced by both non-native Iranian speakers and native speakers. However, the percentages of occurrence of higher order thinking skills in books produced by native speakers are higher than those in books produced by non-native Iranian speakers. | ||
| کلیدواژهها | ||
| General English books؛ non-native Iranian speakers؛ native speakers؛ Bloom’s Revised Taxonomy | ||
| مراجع | ||
|
Ackert, P. & Lee, L. (2005). Reading and vocabulary development: Concepts and comments. USA: Thomson.
Ackert, P. & Lee, L. (2005). Reading and vocabulary development: Facts and figures. USA: Thomson.
Amer, A. (2006). Reflections on Blooms revised taxonomy, Electronic Journal of Research in Education Psychology,4(1), 213-230.
Askaripour, A. (2014). A Textbook evaluation of new version (2nd edition) of "Topnotch English series", English for Specific Purposes World, 44(15), 1-30.
Birjandi, P. (2009). A general English course for university students. Isfahan: Sepahan.
Einbeigi, M. (2012). New horizon in English: Reading comprehension and vocabulary development. Tehran: Tarjoman Kherad.
Ebadi, S. & Shahbazian, F. (2015). Exploring the cognitive level of final exams in Iranian high schools: Focusing on Bloom’s taxonomy, Journal of Applied Linguistics and Language Research, 2(4), 1-11.
Ghanbari, R. (2013). The representation of Bloom’s taxonomy in Topnotch series. Unpublished Master Thesis, Shiraz University, Iran.
Gordani, Y. (2008). A Content analysis of guidance school English textbooks with regard to Bloom’s levels of learning, Unpublished Master thesis, Shiraz University, Iran.
Krathwohl , D. (2002). A revision of Bloom’s taxonomy: An overview, Theory into Practice,41(4), 212-218.
Khodaparasti, S., Karimzadeh S., Sadrian, M. & Abtahi, M. (2009). Reading and grammar for general English. Tehran: Rah.
Lee, H. A. (2010). Thinking levels in chirstian publishere’ elementary reading textbook questions, unpublished doctoral dissertation, Columbia International University.
Lee, L. & Gunersen, E. (2011), Select readings. New York: Oxford University Press.
Mc Donough, J., & Shaw, C. (2003). Materials and methods in ELT: A teacher’s guide (2nd Ed.). Oxford: Blackwell Publishing.
Moini, M. (2005). Expand your reading ability: An enjoyable EFL reader. Tehran: Jangal.
Morgan, T. (2003). IELTS preparation materials. ELT Journal, 57(1), 66-76.
Mukundan, J. (2007). Evaluation of English language textbooks: Some important issues for consideration, Journal of NELTA, 12(1), 80-84.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Karamustafaoğlu, S., Sevim, S., Karamustafaoğlu, O., Cepni, S. (2003). Analysis of Turkish high-School chemistry-examination questions according to Bloom’s taxonomy, Chemistry Education: Research and Practice, 4(1), 25-30.
Razmjoo, A. & Kazempourfard, E. (2012). On the representation of Blooms' revised taxonomy in interchange course books. The Journal of Teaching Languages Skills (JTLS), 4(1), 171-204.
Rahimi, A. & Mowlaie, B. (2007). Why not enjoy reading? Tehran: Jangal.
Razmjoo, A., & Madani, H. (2013). A content analysis of the English section of university entrance exams based on Bloom’s revised taxonomy, International Journal of Language Learning and Applied Linguistics World, 4(3), 105-129.
Riazi, A., M. & Ariashokouh, A. (2007). Lexis in English textbooks in Iran: Analysis of exercises and proposals in consciousness raising activities, Pacific Association of Applied Linguistics, 11(2), 17-34.
Seo, Y. J., Kim, H. S. & Chae, H., K. (2010). Analysis of the end of chapter questions in chemistry according to revised Bloom taxonomy of educational objectives, Journal of the Korean Chemistry Society, 54(3), 329-337.
Tomlinson, B. (2011). Glossary of basic terms for material development in language teaching and introduction.In B. Tomlinson (Ed.), Materials development in language teaching. Cambridge: Cambridge University Press.
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives, Educational Research and Review, 5(9), 96-109.
Tomlinson, B. (1988). Materials development in language teaching. Cambridge: Cambridge University Press.
Veeravagu1, J., Muthusamy, C., & Marimuthu, R. (2010). Using Bloom’s taxonomy to gauge students’ reading comprehension performance, Canadian Social Science, 6(3), pp. 205-212.
Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8(2), 1-8.
Xu, I. H. (2004). Investigating criteria for assessing ESL textbooks. Unpublished doctoral dissertation, university of Alberta, Canada.
Yen, K. M. (2011). The representation of foreign cultures in English textbooks, ELT Journal, 68(2), 1-9. | ||
|
آمار تعداد مشاهده مقاله: 2,165 تعداد دریافت فایل اصل مقاله: 1,195 |
||