جستجوی مقالات مرتبط با کلیدواژه « پراسپکت یک » در نشریات گروه « علوم اجتماعی »

This study set out to evaluate a rather newly developed textbook entitled "prospect I". The textbook is developed as the main text for the nationwide application at the first grade of high school English courses by the Iranian ministry of education. To this end, a researcher made questionnaire was developed and pilot tested. Bartlett's test of Sphericity, Keiser-Meyer-Olkin sampling adequacy measure, exploratory factor analysis and factor loadings, and Cronbach 's α measure of internal consistency were all run on the pilot study data and the results verified acceptable levels of validity and reliability for the questionnaire. The validated questionnaire was given to 188 high school English teachers chosen based on convenience sampling procedure from seven provinces of the country. Moreover, 146 teachers sat for a semi-structured interview. The questionnaire and interview data analyses results revealed that the participating teachers were not satisfied with several aspects of the text including layout and design, the exercises and activities, the integration of the four skills, teachers book, grammar, vocabulary , language functions, and the proposed teaching methodology of the text.

The current study was conducted to evaluate 7th grade English course book entitled Prospect 1, which is the most recently designed English textbook intended as the initial instructional material for Iranian schools. To this end, Cisar’s (2000) model which is used to evaluate language books and reflects the principles of American Council on Teaching of Foreign Languages (ACTFL) was applied. Furthermore, to run a more comprehensive analysis of the book, Basturkmen’s (2006) framework was utilized, as well. The findings of the current research indicate that though the authors of Prospect 1 have succeeded, to a large extent, in alleviating the pitfalls of the previous series, it seems that the entire book configuration still suffers from a number of serious drawbacks. Among these ostensible shortcomings mention can be made of the partial inadequacy of audiovisual resources used in the book. Furthermore, the occasional inclusion of some aspects of target culture in addition to those of Iranian culture might help ameliorate the efficiency of the book. Finally, using more variety in designing the book exercises might help augment learners’ motivation.

The present study aimed at investigating the Iranian EFL teachers’ perspectives on the Intercultural Competence development potentiality of an Iranian ELT textbook named “Prospect One”. To this end, 70 teachers were chosen for answering a researcher-made questionnaire, 22 of whom participated in the interview. The findings revealed that the evaluated textbook lacked the necessary potential for developing Intercultural Competence. Interview results showed that (a) both previous Iranian ELT textbooks and the current one demonstrated a weak performance for developing Intercultural Competence; (b) the current book lacked intercultural objectives; (c) with regard to its cultural and intercultural features, students did not consider the current book to be appropriate; (d) different tasks in the book did not intend to reinforce Intercultural Competence; and (e) the lack of foreign language culture and other cultures’ introduction, fanatical and dogmatic views on human relations, and over-nativization were among the major pitfalls of the Prospect One.

Recently the textbooks have been analyzed under the light of multiple intelligences theory in Iran. Using Botelho (2003) multiple intelligences checklist to count the catered-for types of intelligences in the exercises and activities, the present study investigated the very recently designed textbook namely “Prospect Two” used in the second junior high state school in Iran. The frequency counts showed that verbal/Linguistic was the most preponderantly used intelligence followed by interpersonal type. However visual/spatial and bodily/kinesthetic intelligences were found in much lower ratios, logical/mathematical, musical, intrapersonal and naturalistic intelligences were not found throughout “Prospect Two”. Pedagogical implications and suggestions for further studies are represented.