Analysing of Two Textbooks Essay

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A further useful point is made by Razmjoo and Kazempourfard (2012, pp 180-181), is the usefulness of a coding scheme for each area, which they utilised for conducting an evaluation of two books within their study. Thus, as each area within the books was considered, a code was assigned which identified the parameter within which the particular aspect of teaching could be positions. Thus, exercises or materials that focus on remembering within the four knowledge areas are respectively assigned A1, A2, A3 and A4. The exercises that focus on understanding within the four knowledge areas would be assigned B1, B2, B3 and B4 etc.
Soleimani and Ghaderi (2013, p. 42) suggest that textbooks have come to be seen as extremely important in the teaching
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A further useful point is made by Razmjoo and Kazempourfard (2012, pp 180-181), is the usefulness of a coding scheme for each area, which they utilised for conducting an evaluation of two books within their study. Thus, as each area within the books was considered, a code was assigned which identified the parameter within which the particular aspect of teaching could be positions. Thus, exercises or materials that focus on remembering within the four knowledge areas are respectively assigned A1, A2, A3 and A4. The exercises that focus on understanding within the four knowledge areas would be assigned B1, B2, B3 and B4 etc.
Soleimani and Ghaderi (2013, p. 42) suggest that textbooks have come to be seen as extremely important in the teaching of English, taking on a status that almost goes beyond their practical use. This importance placed on them as a central part of the teaching and learning arena is despite the fact that, for some authors at least, they should be criticised and have a number of disadvantages as well as some advantages. It is also despite the fact that there is competition from “the development of new technologies that allow for higher quality teacher-generated materials.” The criticisms include the fact that many text books are undoubtedly culturally as well as socially biased and, importantly, do not allow students to be a part of the process which designs curricula. By definition, furthermore, they assume to know the needs of every student on every course
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