AN EVALUATION OF THE TEXTBOOKS USED FOR TEACHING AND LEARNING OF ORAL ENGLISH
TABLE OF CONTENTS
Table of Content
Background to the study
Statement of the problem
Objective of the study
Significance of the study
Scope of the study
Concept of English Language
Textbooks based teaching
Reasons for textbook evaluation
Types of Textbook Analysis
Level of Textbook Analysis
Previous research on textbook evaluation
Importance of Spoken Language
Population of the study
Sample and sampling techniques
Instrument for Data collection
Validation of the instrument
Reliability of the instrument
Administration of the instrument
Data Analysis Techniques
Result and Discussion
SUMMARY CONCLUSION AND RECOMMENDATION
Suggestion for further research
This research work is on evaluation of the textbooks used for teaching and learning of oral English in senior secondary schools, an example of public secondary school in Akure South Although textbooks maintain an important role in the English language, their sovereignty on teaching has been challenged and the belief that teachers can blindly rely on them has been questioned. Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers’ awareness on the actual contents of a book and facilitate them to make necessary adaptations. The research is a descriptive type, the sample for this study comprises of fifty Students and ten randomly selected teachers from five public secondary schools. The instrument used for this research is a questionnaire. The data for the study is been analysis with frequency count and simple percentage. Findings from the studies indicates there are enough textbooks for effective teaching and learning of oral English in most of the schools, also it is observed that most of the oral English textbooks are in line with the school curriculum while few of the books are not in line with the school curriculum. Furthermore, most of the teachers in the selected schools agreed that oral English textbooks are up –to-date which makes it easy for teaching and learning to be more interesting in the classroom. It could also be noted that oral English textbooks in the schools provide communicative exercise that enable learners to do their communicative task in real life situation. The study therefore recommends that, Provision of relevant textbooks on the course should be made available to learners either by the government or through individuals’ efforts, Teachers should provide a model in all aspects relating to English Language particularly Oral English. This can be on cassettes or discs. Curriculum planners should put into consideration the factors enumerated as affecting the teaching and learning of Oral English when planning the curriculum.
Background to the study
There are many controversies on the importance and the role played by textbooks in learning a language. Sheldon (1988) argued that textbooks are “the visible heart of any ELT program” (p. 237). Hutchinson (1994) pointed out that “textbook is an almost universal element of ELT teaching” (p. 315). In analyzing language textbooks, a vast variety of theoretical and practical problems are recognized for textbooks (e.g. Allwright, 1981, Huchinson & Torres, 1994 and Sheldon, 1988). Sheldon (1988) argued that “textbooks merely grow from and imitate other textbooks and do not admit the winds of change from research, methodological experimentation, or classroom feedback” (p. 239).It is obvious that textbook is an essential part of any course but a good a textbook should have some criteria in order to meet the needs of not only society but also learners. Moreover, it is crucial that any course book, according to Richards (2001), be evaluated systematically. In evaluating a textbook, some criteria should be considered. Bruder (1978) argued that in evaluating a textbook, a checklist of eight criteria should be applied, namely, level, objectives, style, language, age, time, convictions, and competency.
The use of EFL published materials is more widespread than ever before since textbooks provide EFL teachers with guidelines concerning syllabi, teaching methodologies and the materials to be taught. They are considered an essential component of any EFL course and thus the selection of the best suitable book for a particular context demands careful investigation.
The necessity to analyze and evaluate the textbook was imposed by the fact that it was used on a large national scale, it was recently developed and its strengths or weaknesses would have a high impact on Nigeria students‟ learning of English. The analysis of the textbook will yield insights as to its suitability; whether it actually does what it claims to be doing and whether it accomplish its set goals. It was therefore important to examine whether it corresponded to the learners‟ needs of the particular situation, whether it promotes communicative language, learner autonomy, makes use of problem solving approaches and whether it allows for differentiated instructions
Statement of the Problem
The problem of this study is to find out textbook used in effective teaching and learning of oral English in secondary schools in Akure north Local Government area of Ondo State. The most serious problem confronting learners of a second language is that the language is not widely used in their immediate environment. As a result, the learner has no exposure to the language of his immediate environment has many teachers made up of the people with whom he interacts daily. The second language learner has to make up for out-of-school opportunities to learn.
In most cases, teachers who teach oral English in Akure North secondary school do not make use of appropriate textbook in teaching oral English. The researchers, therefore, deemed it necessary to find out the textbook used in teaching oral English in Akure North Local Government.
Objective of the Study
The major objective of this study is to evaluate the textbooks uses for teaching and learning of oral English in senior secondary schools, using Akure North local government area as a case study.
The specific objectives are
- To find out if there are enough textbooks for effective teaching and learning of oral English in secondary schools.
- to determine the appropriate textbooks use in teaching and learning oral English in Akure North local government area of Ondo State
- To find out if the textbooks are in line with the curriculum.
The following research question will guide the study
- Are there enough textbooks for effective teaching and learning of oral English in secondary schools?
- What are the appropriate textbooks used in teaching and learning oral English in Akure North local government area of Ondo State?
- Are the textbooks in line with the curriculum?
- Can they be compared with the ESL teaching standard?
Significance of the Study
Findings from this study will provide invaluable information to the government, the Nigeria Educational Research centre, the curriculum planners, Because through this research an awareness will be created on how standard English textbooks will be provide in the library
The research is expected to enable teachers of the English language to identify problems and becomes aware of the factors that hamper the teaching of oral English and how to deal with them. Students will also be aware of their major “road blocks” to speaking and be able to find means of overcoming them.
Finally, findings from this study will be important to all those involved in the teaching of English language in Ondo State and country at large.
Scope of study
This study will evaluate the textbook used for teaching and learning of oral English in senior secondary schools in Akure. The study covers five (5) secondary schools in Akure South, twenty teachers and one hundred students will participate in the study in the overall selection of the school. These school includes;
- Fiwasaye Girls Grammar School Akure,
- Ijapo Grammar School Akure,
- African Comprehensive high school Akure
- St Micheal high school Akure
- Eki –Oba Grammar School Akure
This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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