چکیده:
Coursebooks play a significant role in English language classrooms, since they
serve as materials which support and guide teachers, learners and classroom
curriculum. They provide a structure of teaching and learning, methodological
support and opportunities for revision and preparation (McGrath, 2002). Many
studies have been carried out to evaluate different type of activities on several
coursebooks. The present study aims at investigating the content of workbooks of
seven most popular coursebooks, to identify different activity types and their
balance of occurrence. To this end, an in-depth analysis of activities based on
Nation and Maclister’s (2010) four strands, was conducted in all units of seven
workbooks at intermediate level. The frequency of activities for each unit of
workbooks as an individual and workbooks as a whole was explored. The result
revealed that language-focused learning had the highest frequency in all seven
coursebooks and the lowest frequency referred to fluency development activities.
Consequently, it showed that workbooks focus on language features more than
practicing meaning-focused input, meaning-focused output, and fluency
development. Moreover, the results revealed that none of the selected
coursebooks had a balanced practice of the four mentioned activity types.
خلاصه ماشینی:
"A Content Analysis of Activity Types in ESL Workbooks Maliheh Monazzam TEFL, MA, Shahid Beheshti University Abstract Coursebooks play a significant role in English language classrooms, since they serve as materials which support and guide teachers, learners and classroom curriculum.
Here are some of the activities which could occur in the language- focused learning strand of the course: intensive reading, pronunciation practice, guided writing, spelling practice, blank-filling activities, sentence completion or sentence combining activities, getting feedback on written work, correction during speaking activities, learning vocabulary from word cards, memorizing collocations, dictation and the explicit study of discourse features (Nation & Macalister , 2010) Fluency development The fourth strand which time needs to be allocated to in a course is the fluency development strand.
Only a small number of unfamiliar language features were used in the text and learners were asked to talk about the general content of the (Figure 1): Figure 1 Meaning-focused input activity sample ` Meaning-focused output Students are asked to write a paragraph in their own way, in which they have to write stories, use their background knowledge or write their own idea about the subject matter.
Figure 4 Fluency development activity sample / Results This study aimed at investigating different type of activities (meaning-focused input, meaning-focused output, language-focused learning, and fluency development) across 7 workbooks of coursebooks mostly used in Iranian institutes at intermediate level."