جستجوی مقالات مرتبط با کلیدواژه « کتاب درسی » در نشریات گروه « ادبیات و زبان ها »

The phenomenon of language, being, is changed and modernized in every period and age, the textbooks for learning non-native languages, and to properly transmit that language to learners, they must also include the transformation of that language. The present study aims to examine the presence of contemporary elements of the Arabic language, such as signs of citizenship life, Life tools and terms and contemporary expression in the twelfth book. The method of research is the qualitative analysis of William of Rome, and the statistical community in this research includes the text of the twelfth book of Arabic, which is examined and analyzed by four factors or parameters: story, poetry, word and photo. The results show that the twelfth book in the two elements of story and photo, by addressing the signs evaluated, scored higher than the number accepted by one in the formula of the learners ' Conflict Index, which indicates the relative attention of the authors to the signs of contemporary life. this number is especially desirable in the story section, but in the poetry factor with the number zero and in the parameter of new words with the number 13/ it pays the least attention to contemporary life.

The study of core vocabulary has rich and considerable literature and numerous lists of atomic vocabulary of English language as the most prevalent international lingua franca have been proposed especially for the sake of educational purposes. The main objective of this paper is to comparatively study the 1st grade English textbook of official educational system of Iran within the frame work of core vocabulary lists of Persian and English to find out how relevant the lexicon taught in this book are with the concepts of the core vocabularies . The data is gathered from the textbook and the most well-known core vocabulary lists. The methodology is descriptive-analytical one and the textbook words are comparatively analyzed with the lexicon mentioned in the selected lists. The findings of this article have shown that the before mentioned book covers a fairly good number of the words listed in the core vocabulary lists of both Persian and English. The curriculum designers and educational policy makers may find the results to find the shortcomings of the book and improve its scientific quality.

Textbooks are the basis of school education and the main sources of information for teachers and students. Many researchers emphasize on the fact that textbooks have a lot of problems and shortcomings in terms of social, cultural, educational and linguistic aspects. Grammar teaching is one of the most important issues in language instruction. Thus the purpose of this research is to evaluate and analyze the grammatical content of Iranian junior high school English textbooks in the framework of Keck and Kim (2014) Pedagogical Grammar.Study Questions:1. To what extent do these textbooks comply with the principles of pedagogical grammar?2. According to the principles of pedagogical grammar, what are the strengths and weaknesses of the textbooks?Literature Review: Theoretical framework of this research is Keck and Kim (2014) Pedagogical Grammar. According to them the most important principles of pedagogical grammar are as follows:1. Learners' attentional resources are limited, thus stimulating their attention to the maximum, leads to better learning of language and consequently grammar.2. Paying attention to the relation between form, meaning and use is a necessity of pedagogical grammar.3. The preparation of the content of pedagogical grammar should be based on the linguistic corpora of the target language.4. In compiling the content of pedagogical grammar, the instruction of both grammar and lexical items must be considered.5. To consider the processing and learning abilities of the learners is important.6. Grammar instruction must be done both explicitly and implicitly.7. The use of different types of corrective feedback is very effective in grammar teaching.8. Intensive and extensive instruction of grammatical structures is helpful in language learning.9. The role and importance of language learners in learning grammar by other language learners is significant.10. The content of pedagogical grammar should be designed based on meaningful communication exercises and tasks. After extracting and introducing the principles of pedagogical grammar, a checklist based on them was designed which measures the compliance of the grammatical content of the books with the mentioned approach.. After the checklist items were developed, 15 experts in the field of English language teaching and linguistics were asked to express their views on the checklist and its items in detail and determine the content validity ratio and content validity index of the items, based on the Likert scale. In total, the necessity and relevance of 42 out of 50 initially designed items were confirmed. The score that these books have obtained out of 210 total score is 135, which is approximately 64% of the total score. Therefore, the compliance of the books with the principles of pedagogical grammar is above average. A qualitative analysis also revealed that in compiling the books, observing the principles of• implicit and explicit grammar teaching,• attention to lexis-grammar interface,• intensive and extensive instruction of grammatical structures,• form, meaning and use relation,• attention to learning and processing abilities of learners,• the use of various tools to draw the learner's attention to grammatical structures,are its strengths ando non-compliance with the communicative language teaching principles,o scanty and inappropriate input,o lack of attention to the linguistic corpora of the target language and unrealistic input,o inattention to the important of corrective feedback,o insufficient attention to the significance of learners in learning the grammatical points by their classmates ando insufficient attention to the importance of morphologyare the weaknesses of these books.

The Persian books of the second intermediate period are very important as influential and cultural books; Because they transmit our language, culture and national identity to the students. To what extent the authors of the Persian textbooks of the second year of high school have been diligent in selecting and including different texts from all literary styles in Persian books, in terms of the presence of literary styles in Persian books, What are the differences between the books of Persian literature of the previous system? The general results obtained in this research show that in the books of Persian transcription 13.23% in the style of Khorasani and in the books of Persian literature 21.30% is allocated to this style. In Persian novel books, 39.68% is in Iraqi style and in Persian literature books, 23.33% is allocated to this style. In novel books, 3.70% is in Indian style and in Persian literature books, 1 . 96% is dedicated to this style. In the books of Nungasht, the texts of the style of the return period are not used, while in the books of Persian literature, 3.29% of the texts of this style were used. In the novels, 3.17% percent is allocated to the style of the constitutional period and in the books of Persian literature, 5.04% percent is allocated to this style. In Persian novel books, 40.22% is dedicated to the new style and in Persian literature books, 45.08% is allocated to this style.

The purpose of this study is to evaluate the position of environmental protection indicators in the 11th grade humanities geography textbook and to rank the book chapters based on the mentioned indicators. For this purpose, the texts and images of all book chapters have been selected as a research sample using MAXQDA12 software. Were coded. The research tool is a researcher-made checklist based on Hosseinpoor et al 2019) researchs findings whose validity has been confirmed by content. The stability index has also been used to assess the reliability of the data. Then, in order to evaluate the weight of each of the dimensions of environmental protection in the book, Shannon entropy technique was used, which showed the dimensions of knowledge and awareness of environmental protection, environmental responsibility, interest and participation in environmental protection, respectively. They had the highest to the lowest weight.In the next section, the chapters of the book were ranked based on the dimensions and components of environmental protection using the TOPSIS technique. The results showed that the second, fourth, first and third seasons were ranked first to fourth in this respect, respectively. Environmental protection indicators are not evenly distributed throughout the book.

With regard to the purpose of analyzing the content of each textbook, the objective of the book content and the coordination of its educational goals with the empowerment of stakeholders in the scale of critique is thoroughly investigated. Since it is important to identify strengths and weaknesses to produce knowledge and use it in practice, it is possible to find the necessity to evaluate the content of textbooks in order to reveal the strengths and weaknesses of these resources and eliminate objections in them, there is an opportunity to book targeted books for achieving educational programs, consequently, positive effects will be observed in the curriculum. For this reason, in this paper, the three - volume Al-Arabiytu Bayna Yadayk book which is one of the most important and known sources of Arabic language training is evaluated through the William Romey's Method. The research method of this paper is description and critical analysis of content and the units of analysis include the sentences of the courses, the questions of the exercises and the images of the book. The results show that the literature review of the topic is passive and not sufficient enough to engage the students' minds. But the images included in the book are active and pave the way for the mental engagement of the learners. Moreover, its analysis and questioning is satisfactory. While study and comparing the evolution of the content of the three volumes of the book, this can be concluded that the development of the exercises from the first chapter to the second chapter of this books is dynamic enough, whereas this this ascending trend is not to be seen in the texts and the images of the second and third volume of the book.

The curriculum in Iran is on discipline-based, the prominent property of which is organizing scientific fields based on their elements. This approach may lead students to better understand the content of lessons and science from textbooks. Our purpose in this article is analyzing specific domain of high school textbooks, i.e., narratives related with resistance literature, to evaluate how much education curriculum in Iran has achieved its purpose.In this respect, we have used narratology as the main tool for conducting this study and due to the multiplicity of approaches in this area, we decided to choose Todorov’s approach as the main basis of research conduction. As he, in one of his studies, has focused on the investigation and pathology of French high school literature textbooks, his experience is helpful for this study.We will see that however authors in the two periods of Iranian high school literature textbook had no special attention to resistance narratives in the first period and only in the second period did they consider it as important, the selected narratives from both periods have many points for criticism from the structural aspect, and it seems that the authors’ purpose of including these narratives in the textbooks  was ideological, not upgrading the reading level, critic, text description, and acquaintance with narrative text concepts. Also, the absence of regulation, lack of correspondence with narratology criteria, and fragmentation in expressing the content, has led to repugnance between narrative texts in textbooks and discipline purposes in education of resistance literature.

The Composition skills as the latest language skills are important in teaching Arabic language, so far, researchers have focused on researchers and researchers in Iran. The results show that most students and students of Arabic language and literature face many difficulties in Composition in Arabic language. One of the effective factors in this issue is the lack of access to a perfect education which is based on the principles of language teaching. The present study is based on descriptive method and qualitative and critical analysis, has been evaluated from two aspects of form and content the book "Al-Raead fi ta'lim Al-lughah Al-'Arabiya" for Dr “Masoud Fekri". The results show that due to increasing the proficiency of the learners, the precise and appropriate use of color in the design of the volume and layout of the book and Composition the text with clear and readable font is among the strengths of this resource. While the numerous selection of literary texts and the inclusion of some practices that do not conform to the language and cognitive level of students in Arabic language, they are considered weak points.

The emergence of new literary genres on the one hand, and linguistic attitudes toward literature on the other, made the need for a review of traditional rhetorical teachings more tangible and Eventually, it led to a serious critique of the structure and content of old rhetoric and its revision or A new approach to it and the emergence of new rhetoric. Among the dozens of works written in Arabic on this subject is the book "New Rhetorics (Theorization of Langue & Parole Rhetorics)" by Mohammad Khaqani. The following article, at the suggestion of the Arabic Humanities and Cultural Studies, examines the form and content of this book with the traditional method of book review and finally, raises serious doubt on it as a textbook.

The purpose of the present study is to analyze the content of the 10th grade English textbook based on educational goals and to compare it with the similar basic English textbook in Germany. The study is an applied one and its research method is descriptive and content analysis. The results show that 10th grade English books in Iran are mostly based on learning through the analysis of language components such as grammar, vocabulary, and reading skills, and the authors of the book have paid less attention to practical aspects such as conversation and practice. By analytical comparison of the Iranian book with the German book it was found that the culture of the target language should be addressed, texts and exercises should be more varied, and more attention should be paid to economize on the of paper. The findings of this study can assist policy makers as well as material developers in providing appropriate content in language teaching textbooks.

This study aimed to evaluate the English textbook “Prospect 2”, which is taught to the eighth-grade junior high school students in Iran in recent years, from teachers’ perspectives and needs analysis of students. To this end, 30 teachers and 60 eighth-grade students from the girls’ and boys’ high schools in Tabriz, Iran were randomly selected. A textbook evaluation checklist and a needs analysis questionnaire were distributed among the participated teachers and students, respectively. The results indicated that most parts of the content of the book matches with most of the students’ needs and can be used as a suitable textbook for the students. The teachers had also a positive view toward this textbook in general but they reported some problems. For example, they believed that there is not a balance of the four language skills, the language is not authentic, grammatical points are completely excluded, and the activities are not interesting and cannot be modified or supplemented by the teachers. Suggestions and pedagogical implications are presented.