An Examination of Text Authenticity in English Language Coursebooks for Secondary School Learners
Yazarlar (1)
Dr. Öğr. Üyesi Fatma KİMSESİZ Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Diğer hakemli ulusal dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Turkish Studies- Educational Sciences | ||
| Dergi ISSN | 2667-5609 | ||
| Dergi Tarandığı Indeksler | EBSCO; SOBIAD | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2023 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 01-01-2023 |
| Cilt / Sayı / Sayfa | 18 / 3 / 925–943 | DOI | 10.7827/TurkishStudies.71327 |
| Makale Linki | https://turkishstudies.net/education?mod=tammetin&makaleadi=&makaleurl=3821094e-e042-4572-a878-c7f21df31415.pdf&key=71327 | ||
| UAK Araştırma Alanları |
İngiliz Dili Eğitimi
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| Özet |
| Authentic materials are addressed as motivating and helpful resources in foreign language instruction. To reflect a real-life sense, the integration of authenticity is taken into account in the designation of foreign language coursebooks and the selection of tasks and activities in these books. This study examines the extent to which text authenticity is reflected in four EFL coursebooks for secondary school learners in Turkey. The coursebooks were officially selected resources for teaching English by the Ministry of National Education in Turkiye. The data were collected from these coursebooks based on the frequency of authentic texts covering both written and spoken text types during three weeks of examination. The study is quantitative in nature with descriptive content analysis of the written and spoken text types in terms of authenticity. The data analysis covered the quantification and categorization of both written and spoken text types in the coursebooks based on the degree of authenticity of text in three different categories, namely authentic, semi-authentic, and non-authentic. The results related to the proportion of authentic texts revealed that each coursebook covered a very low proportion of authentic texts in both groups of text types. This shows an inadequacy of authenticity in both written and spoken text types in the full coverage of the coursebooks examined which also means that a great majority of the text types were non-authentic. The findings also revealed that the majority of the text types in both groups proved to be semi-authentic particularly in English coursebooks for the 6th, 7th, and 8th graders. The results are debated based on the … |
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| Google Scholar | 1 |