چکیده:
در ایران تدریس زبان انگلیسی بهصورت رسمی در قالب مدارس دولتی از دورة راهنمایی شروع میشود و تا مقاطع بالاتر ادامه مییابد. بنابراین، نقش کتب زبان انگلیسی در این دوره آشکار و مبرهن است. هدف مطالعة حاضر ارزیابی سه کتاب آموزش زبان انگلیسی Right Path to English، که هماکنون در مدارس راهنمایی ایران تدریس میشوند، از دیدگاه معلمان است. برای ارزیابی این کتابها ۳۵ نفر از معلمان راهنمایی پرسشنامة لیتز (۲۰۰۰) را تکمیل کردند. نتایج نشان داد که کتابهای یاد شده انتظارات معلمان را برآورده نمیکنند. استفاده از نتایج این مطالعه میتواند برای مجریان آموزشی، طراحان برنامه درسی، برنامهریزان و مولفان محتوای آموزشی مفید باشد.
خلاصه ماشینی:
"As the junior high school textbooks are designed based on Audiolingualism, they provide opportunities for oral practice but the probability is that because teachers have not been trained to teach audiolingual materials they revert to grammar translation and therefore they tend to change the oral activities to written ones.
According to their responses, most of the teachers believed that current English textbooks are not appropriate for language-learning objectives followed by the Ministry of Education.
For the purpose of the current study, three Iranian EFL textbooks entitled ‘‘Right Path to English I, II, and III" written by Iranian authors and prescribed by Iran’s Ministry of Education for the junior high school level, were evaluated.
Key Words: textbook evaluation, junior high school, Litz questionnaire, Right Path to English the setting of the present study which hosts an amalgam of different languages such as Malay, Chinese, Indian, English, Turkish, Persian, Arabic, Indonesian, and African, and various dialects of these languages, there are many occasions for instilling humor in language education and expansion of cultural understanding.
● Conclusion The findings of the present study revealed that Iranian high-school students held various beliefs and opinions about English language learning.
Consistent with Horwitz’s (1988) suggestion that certain beliefs about language learning would facilitate or restrict the students’ language learning abilities, the results of this study showed that in some cases, high school students had restricted views of language learning which can influence their learning process."