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Dear colleague,
The purpose of this survey is to gain a better understanding of about the most commonly used
general English textbooks of Iranian university contexts. In other words, as a result of this survey,
the main goal will be to see whether they provide the learners with adequate contexts to learn
English. Please take time to respond to the survey questions frankly and truthfully. It is critical that
you complete all answers before submitting. Your choices and comments are anonymous! Your
cooperation is highly appreciated.

A: Complete the following information about yourself.
Years of Experience:
Age : ...
Gender: Male () Female ()


What is the highest level of education you completed?
Associate degree (for example: AA, AS)
Bachelor's degree (for example: BA, AB, BS)
Master's degree (for example: MA, MS, MEng, MEd, MSW, MBA)
Professional degree (for example: MD, DDS, DVM, LLB, JD)
Doctorate degree (for example: PhD, EdD)



- What is your major?
- What do you teach?
- what is the name of the university you teach?...........................................
-What is the name of the book you teach for General English course? (It is very
important, please surely write) ...................................

B. Go through the following textbook evaluation checklist and check the criteria as Applicable
(PA), fairly applicable (FA) , or non-applicable (NA) information will help assess the
appropriateness of the textbooks for an Iranian context. ( put X, as True choice)
Thank you for taking the time to complete this questionnaire

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Nativised Checklist of Shateri and Azargoon's
(2012) For an Iranian ELT context





A. Context

1. Is the subject matter presented either topically or
functionally in a logical, organized manner?

2. Does the content serve as a window into learning
about the target language culture (American, British,
ect.)?

3. Are the reading selections authentic pieces of
language?

4. Is the content in line with syllabus specification?
5. Is content in line with the needs of the learners?
6. Are the text graded?



B. Vocabulary
and Grammar
7. Are the grammar rules presented in a logical manner
and in increasing order of difficulty?

8. Are the new vocabulary words presented in a variety
of ways (e.g. glosses, multi1glosses, appositives)?

9. Are the new vocabulary words presented at an
appropriate rate so that the text is understandable and so
that students are able to retain new vocabulary?

10. Are the new vocabulary words repeated in
subsequent lessons to reinforce their meaning and use?

11. Are the examples for grammatical points are
interesting?



C. Exercises
and Activities
12. Are there interactive and task1based activities that
require students to use new vocabulary to communicate?

13. Do instructions in the textbook tell students to read
for comprehension?

14. Are top1down and bottom1up reading strategies
used?

15. Are students given sufficient examples to learn
top1down techniques for reading comprehension?

16. Do the activities facilitate students use of grammar
rules by creating situations in which these rules are
needed?

P
.

A
p
p
l
i
c
a
b
l
e

(
P
A
)

F
.

A
p
p
l
i
c
a
b
l
e

(
F
A
)

N
.
a
p
p
l
i
c
a
b
l
e

(
N
A
)

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17. Does the text make comprehension easier by
addressing one new concept at a time instead of multiple
new concepts?

18. Do the exercises promote critical thinking of the
text?



D. Physical
makeup
19. Is the cover of the book appealing?

20. Is the visual imagery of high aesthetic quality?

21. Are the illustrations simple enough and close enough
to the text that they add to its meaning rather than
detracting from it?

22. Is the text interesting enough that students will enjoy
reading it?







E. Culture
23. Does the textbook aim to alienate students from their
own culture?

24. Is the textbook a vehicle to advertise the
AngloAmerican culture?

25. Are the illustration culturally appropriate to the
students?

26. Is it possible to involve the local culture and
language in the textbook?

27. Is the textbook in line with promoting the concept of
World Englishes (WE)?

28. Have cultural sensitivities been considered?

29. Does it take religious considerations into account?

30. Is it free from ideological tendencies?

31. Does it raise awareness by avoiding or realizing
cultural stereotypes?

32. Does it prepare students to interact with people from
other cultures?

33. Does it aim at international culture?

34. Are the social and cultural contexts in the textbook
comprehensible to the learners?

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