| 000 | 05822na a2200937 4500 | ||
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| 001 | 224128 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090127.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | 0 | _aeng | |
| 090 |
_aYL 342 _b A23 2013 |
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| 100 | 1 |
_aAbbo, Neamat Majeed _d1969- |
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| 245 | 0 |
_aAn evaluative study of the twelfth grade English textbook of sunrise series from English Language teachers' perspectives _cNeamat Majeed Abbo; Supervisor: Behbood Mohammadzadeh |
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| 260 |
_aNicosia _bCyprus International University _c2013 |
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| 300 |
_aIV, 92 p. _btable _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _aIncludes CD | ||
| 504 | _aIncludes references (75-82 p.) | ||
| 504 | _aIncludes appendices (83-91 p.) | ||
| 520 | _a'Abstract The present research investigated the features of the English Language Textbooks set for the 12th grade from the perspectives of English Language Teachers. It was an evaluative study of the textbook of Sunrise Series designed for high school in three (3) Governorates in Northern Iraq. To achieve this goal, an evaluation scale was developed on the basis of language teaching criteria that determine the specifications of good quality textbook. The study was, in essence, a two fold study. First, theoritical aspects of th topic and was discussed in detail. İt was, secondly, practical in terms of the research method adopted; i.e developing a textbook evaluation model by, first, reviewing the related literature, and then designing a fourty-eight (48) item (4)-point scale questionnaire. The validity of the instrument was calculated by a group of experts in education. Alpha formula was used in order to determine the reliability of the questionnaire. It is worthy to note that the items of the questionnaire have been grouped under eight(8) main categories intended to probe teachers' views on the textbook. The main categories are a) the physical apperance and format of the textbook, b) the content (topics, activities, exercises, skills and sub-skills, c) the language components, d) the objectives, e) on the practice and revision of the textbook, f) the methods of teaching, g) the social and cultural contexts of the textbook, and h) the supplementary materials about the textbook. The questionaire was administered to a sample of ninty-two (92) teachers of English in three(3) northern Iraqı Governorates, namely Duhok, Sulaimani and Erbil in 2012. The elicited data via the questionaire have been analyzed by calculating frequencies, percenages, the mean scores, and standard deviation. The general tendency of the participants' views was on supporting the 12th Grade English Language Textbook for his school students in northern Iraq. The sample of teachers have positively favoured all the aspects of the textbook presented in the questionaire. In light of the results of the study, the reseacher recommends the use of the English textbook specified for the 12th grade preparatory level in spite of the fact that revision should be made from time to time so as to enhance the textbook content. Finally, the study ends with a set of concluding remarks, recommendations and suggestions for further research. Key words: Textbook Evaluation, Textbok Evalutaion Criteria, Sunrise Series ' | ||
| 650 | 0 | 0 | _aSunrise serisi |
| 650 | 0 | 0 | _aSunrise series |
| 650 | 0 | 0 | _aDers kitabı değerlendirme kriterleri |
| 650 | 0 | 0 | _aTextbook evaluation criteria |
| 700 | 0 |
_aSupervisor: Mohammadzadeh, Behbood _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 | _tCHAPTER ONE | |
| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g2 _tSTATEMENT OF THE PROBLEM |
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| 505 | 1 |
_g2 _tAIM OF THE RESEARCH |
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| 505 | 1 |
_g2 _tRESEARCH QUESTIONS |
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| 505 | 1 |
_g3 _tSIGNIFICANT OF THE STUDY |
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| 505 | 1 |
_g4 _tSCOPE OF THE STUDY |
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| 505 | 1 |
_g5 _tORGANIZATION OF THE STUDY |
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| 505 | 1 |
_g5 _tSUMMARY OF THE CHAPTER |
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| 505 | 1 | _tCHAPTER TWO | |
| 505 | 1 | _tREVIEW OF LITERATURE | |
| 505 | 1 |
_g27 _tTEXTBOOK EVALUATION THEORITICAL BACKGROUND |
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| 505 | 1 |
_g28 _tTHE ROLE OF TEXTBOOKS IN LANGUAGE TEACHING |
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| 505 | 1 |
_g29 _tTEXTBOOK EVALUATION |
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| 505 | 1 |
_g31 _tMODELS OF CRITERIA FOR TEXTBOOK EVALUATION |
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| 505 | 1 | _tCHAPTER THREE | |
| 505 | 1 |
_g41 _tMETHODOLOGY |
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| 505 | 1 |
_g41 _tRESEARCH DESIGN AND OBJECTIVES |
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| 505 | 1 |
_g42 _tPARTICIPANTS AND THE SETTINGS OF THE STUDY |
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| 505 | 1 |
_g43 _tINSTRUMENT |
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| 505 | 1 |
_g47 _tVALIDY |
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| 505 | 1 |
_g48 _tRELIABILITY |
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| 505 | 1 |
_g48 _tSCORING SCALES |
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| 505 | 1 |
_g49 _tPILOTING SCALE |
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| 505 | 1 |
_g49 _tANALYSIS OF TWELVTH GRADE ENGLISH TEXTBOOK SUNRISE |
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| 505 | 1 |
_g49 _tI AIMS OF SUNRISE 12 |
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| 505 | 1 |
_g50 _tTHE MATERIALS IN SUNRISE 12 |
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| 505 | 1 |
_g51 _tCOMPONANTS OF SUNRISE 12 |
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| 505 | 1 |
_g51 _tSTUDENTS BOOK |
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| 505 | 1 |
_g52 _tACTIVITY BOOK |
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| 505 | 1 |
_g53 _tTEACHERS' BOOK |
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| 505 | 1 |
_g53 _tCD |
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| 505 | 1 |
_g53 _tLANGUAGE FOCUS IN SUNRISE 12 |
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| 505 | 1 |
_g54 _tROLE PLAYS IN SUNRISE 12 |
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| 505 | 1 |
_g54 _tLITERARY READER IN SUNRISE 12 |
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| 505 | 1 |
_g54 _tREFERENCES SECTION IN SUNRISE 12 |
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| 505 | 1 |
_g55 _tGRAMMER IN SUNRISE |
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| 505 | 1 |
_g56 _tVOCABULARY IN SUNRISE 12 |
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| 505 | 1 |
_g56 _tWRITING SKILLS IN SUNRISE |
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| 505 | 1 |
_g57 _tREADING IN SURISE 12 |
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| 505 | 1 |
_g57 _tPHONETICS SKILLS IN SUNRISE 12 |
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| 505 | 1 | _tCHAPTER FOUR | |
| 505 | 1 |
_g58 _tINTRODUCTION |
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| 505 | 1 |
_g59 _tTHE RESULTS OF TEACHERS' RESPONSE TO THE QUESTIONNAIRE |
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| 505 | 1 | _tCHAPTER FIVE | |
| 505 | 1 | _tCONCLUSION | |
| 505 | 1 |
_g73 _tRECCOMENDATIONS |
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| 505 | 1 | _tSUGGESTION FOR FUTHER RESEARCH | |
| 505 | 1 |
_g75 _tREFERENCES |
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| 505 | 1 |
_g83 _tAPPENDICES |
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| 999 |
_c383 _d383 |
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