Coursebook Writers’ Orientations towards ELF: The Case of Coursebooks used in a Private University

Year 2023, , 501 - 514, 11.07.2023

Sibel Katırcı , Ali Karakaş

https://doi.org/10.14686/buefad.1094889

Cited By: 1

Abstract

Coursebooks used in English language teaching play a significant roles for language learners. One way of determining whether the current status of English in language teaching, that is, English as a lingua franca (ELF), is taken into account in the globalized world is through coursebook analysis. The purpose of this study is to determine how listening, speaking and video sections of two intermediate level coursebooks used in a preparatory program of a private university in Turkey are approached in respect of ELF principles in the teaching of English. This descriptive research, based on a qualitative and quantitative content analysis, was conducted using Rose and Galloway’s (2019) framework for coursebook analysis. The findings demonstrate that in one of the coursebooks, ELF interaction was higher than the other regarding listening recordings, and there was only one video representing an ELF interaction in both of the coursebooks. RP (Standard British English) was the core reference in the listening files and videos. Cross-cultural and global topics were chiefly included in the speaking tasks; however, there was a lack of multi-cultural topics addressed within the books. Speaking activities included mainly the strategy of turn-taking and only two clarification communicative strategies, but guided speaking tasks were in contradiction with ELF features. The findings offer practical implications for coursebook designers/writers, curriculum designers and language teachers.

Keywords

Coursebooks, English language teaching, English as a lingua franca, listening, speaking

Ders Kitabı Yazarlarının Ortak Dil Olarak İngilizceye Yönelik Yaklaşımları: Bir Özel Üniversitede Kullanılan Ders Kitapları Örneği

Abstract

İngilizce öğretiminde kullanılan ders kitaplarının dil öğrenenler için önemli bir yeri vardır ve dil öğretiminde dilin mevcut durumunun yani yeni bir kavram olan ortak dil olarak İngilizce (ELF)’nin küreselleşen dünyada dikkate alınıp alınmadığını belirlemenin yollarından biri de ders kitabı analizidir. Bu açıdan, bu çalışmanın amacı Türkiye'de bir vakıf üniversitesinin hazırlık programında kullanılan iki orta düzey ders kitabının dinleme, konuşma ve video bölümlerinin İngilizce öğretiminde ELF ilkeleri açısından nasıl ele alındığını ortaya koymaktır. Nitel ve nicel içerik analizine ilişkin bu tanımlayıcı araştırma, Rose ve Galloway'in (2019) ders kitabı analizi çerçevesine göre yapılmıştır. Bulgular, dinleme kayıtları açısından ders kitaplarından birinde ELF etkileşiminin diğerine göre daha yüksek olduğunu ve her iki ders kitabında da ELF etkileşimini temsil eden tek bir videonun olduğunu göstermiştir. RP (Standart İngiliz aksanı) dinleme dosyalarında ve videolarda temel referans noktasıdır. Ders kitaplarının konuşma bölümlerine kültürler arası ve küresel konular ağırlıklı olarak dahil edilmiştir; ancak, çok kültürlü konu eksikliği vardır. Konuşma aktivitelerinde ağırlıklı olarak sırayla konuşma stratejisi ve sadece iki açıklayıcı iletişim stratejisi vardır, ancak yönlendirilen konuşma aktiviteleri ELF özelliğiyle çelişmektedir. Bulgular ders kitabı tasarımcıları/yazarları, müfredat tasarımcıları ve dil öğretmenleri için uygulamaya dönük çıkarımlar sunmaktadır.

Keywords

Ders kitapları, Dinleme, İngilizce dil öğretimi, konuşma, ortak dil olarak İngilizce

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