چکیده:
Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The present study explored the core units of spoken grammar inherent in four widely-used ELT textbooks following McCarthy and Carter’s (2002) classification. A coding scheme was developed to make it possible for the researchers to use the classification in codifying the data. The data were then analyzed to detect the units of spoken grammar inherent in the target textbooks. Results from codification of dialogues and transcripts of audio recordings showed that the units of spoken grammar are not evenly distributed in these ELT textbooks. In addition, a significant difference was found between the textbooks in their inclusion of different categories of the spoken grammar.
خلاصه ماشینی:
"ileAmerican English ChriCstliinvae LOaxtehnadme-nK&enig 2002 160 7 Total 519 42 Features of the Spoken Grammar in Textbooks The results from the codification of the whole textbooks’ dialogues and listening transcripts in the four ELT textbooks are presented in Table 2.
07 with 4 degrees of freedom (since no item was associated with the last two categories (joint and indeterminate structures), these were left out of the analysis) which show that there is a statistically significant difference between the four target ELT textbooks in terms of different units of spoken grammar inherent within each.
Most of the learners try to memorize and later recall the target prescriptive grammar rules during interaction or before beginning to speak, which shows the need for the units of spoken grammar to be included and emphasized not only within the textbooks but also as materials to be dealt with during the different phases of teaching.
And some evidence, from research conducted by Timmis (2002) into the kind of English that students actually want to learn, suggests that native speaker norms of English exert a very strong appeal to learners from a diverse range of countries and contexts of language use, and that these norms include "the kind of informal, spoken grammar highlighted in the work of Carter and McCarthy (1997)" (p.
Further research is also needed to compare and contrast the textbooks analyzed in this study with their advanced volumes and also other similar materials to investigate whether or not higher proficiency levels would result in the use of more sophisticated features of the spoken language."