Browsing by Subject "Textbook"

Now showing 1 - 3 of 3

Open Access
EFL learners’ use of formulaic language in oral assessments: a study on fluency and proficiency
(Hacettepe Üniversitesi Eğitim Fakültesi Dekanlığı, 2016) Üstünbaş, Ü.; Ortaçtepe, Deniz
Despite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.
Open Access
Exploring the language skills embedded in the grade nine New Bridge to Success textbook
(2013) Uçaner, Nihan
The main aim of this study is to explore and map out the receptive and productive language skills and sub-skills embedded in the grade nine textbook, New Bridge to Success Elementary (2011) for Anatolian High Schools. To this end, content analysis is used to identify, analyze and quantify the language skills and sub-skills in the textbook. The results highlight the range, and the number of, receptive and productive sub-skills in the textbook. They also show that the textbook offers a wide range of productive sub-skills; however, the number of listening and writing subskills included in the textbook is relatively limited. The results are used to explicitly specify the receptive and productive language strands rooted in the textbook.
Open Access
The role of speaking-focused tasks in developing intercultural communicative competence: a qualitative content analysis of high school EFL textbooks
(2024-09) Özsözen, Okan Sami
Recent global events and instant communication have significantly increased cross- cultural interaction. Consequently, English is now spoken by individuals from a variety of cultural backgrounds. To achieve effective communication with their interlocutors, language teaching must present knowledge and perspectives on how individuals construct the image of others as well as develop their communicative competence. In this vein, textbooks play a crucial role in facilitating the language learners’ communicative and intercultural communication skills. To this end, the present study analyzed the speaking strand in four English language textbooks used in Anatolian high schools in Türkiye, in order to investigate how these textbooks facilitate intercultural communicative competence (ICC) and communicative competence (CC). The learning objectives for developing ICC (Byram, 2021), the communicative competence model (Celce-Murcia, 2008), and Littlewood’s (2004, 2013) “communicative continuum” categories were utilised in analyzing speaking- focused tasks. Additionally, the speaking strand objectives were examined according to the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) and the functions of the language (Halliday, 1975). The results regarding ICC indicated that tasks lacked depth in content, and that the inclusion of other cultures was limited. Concerning CC, it was observed that tasks required modification to incorporate various strategies allowing for more meaning-focused, authentic tasks that simulate natural language use and effective communication. Finally, the results concerning the cognitive categories and language functions provided insights into the implications of these frameworks for future textbooks.