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THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
TERMIZ STATE UNIVERSITY
THE FACULTY OF FOREIGN PHILOLOGY
THE DEPARTMENT OF FOREIGN LANGUAGE TEACHING METHDOLOGY
COURSE WORK
THEME: EVALUATING COURSE BOOKS
Scientific supervisor: Urakova Sh.T Group: 305
Student: Melikmurodov Sirojiddin
Termez -2022
THEME: EVALUATING COURSE BOOKS
PLAN:
I.INTRODUCTION
II.MAIN PART:
1.Approaches to ELT Coursebook Evaluation
2.Evaluation of ELT coursebooks
3.Evaluating course books – checklists
4.Coursebook Evaluation by English Teachers
III.CONCLUSION
IV.REFERENCES
INTRODUCTION
Several areas of knowledge are determined every year in Uzbekistan, the development of which is given priority attention. This year physics and foreign languages have become such areas.Uzbekistan’s policy of openness, active entry into the global market, expansion of international cooperation in all areas increase the need for studying foreign languages.Teaching in foreign languages is conducted in 25 higher education institutions in Uzbekistan. In 2016, there were only 7 such institutions. Over the past 3 years, the number of applicants who have received a language certificate of international level has increased tenfold.This year 350 students received grants to study at prestigious foreign universities through the El-Yurt Umidi Foundation, which is five times more than in previous years.
However, the state of the system of teaching foreign languages at some places does not allow effectively solving the large-scale tasks in this area. So, in the education system, there are more than 2 thousand vacancies for foreign language teachers. The quality of teaching languages in 1.4 thousand schools is assessed as extremely low. Only 4 percent of school teachers have national and international language certificates. There are no teachers with a certificate in the cities of Khanabad and Kuvasay, Zafarabad, Mirishkor, Turtkul, Sherabad and Uzun districts. 49 percent of teachers failed the certification test.These and other problems in the sphere were comprehensively analyzed at the meeting. Priority tasks were identified.
“The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution”1, Shavkat Mirziyoyev said.
Coursebooks are a core part of any curriculum as the unique contributors to content learning. They are, perhaps, the most commonly used course materials in transmitting knowledge and skills.2 The growing popularity of coursebooks can be justified through several pedagogical reasons. Tomlinson, for example, believes that “a coursebook helps provide a route map for both teachers and learners, making it possible for them to look ahead to what will be done in a lesson as well as to look back on what has been done”. Not only do they serve as the general framework for teachers to follow in accordance with the curriculum, but they also function as a guide through the courses offering a wide collection of relevant examples and practices regardless of the subject matter. Moreover, Abdelwahab maintains that the use of a coursebook in a program “can guarantee that students in different classes will receive a similar content and therefore, can be evaluated in the same way”. In a sense, the use of coursebooks promotes the standardization in instructional settings. Richards also highlights the importance of coursebooks and states that any learning program may have no impact if it does not have coursebooks as they provide structure and a syllabus. In English teaching field too, coursebooks are indispensable instructional materials having distinctive features. According to Sheldon, coursebooks represent for both students and teachers the visible heart of any ELT programme. Cunningsworth believes that ELT coursebooks have multiple roles such as helping to present the written and spoken materials, promoting interaction, serving as a reference of vocabulary and grammar, acting as a source for classroom activities and offering self-access work or self-directed learning. Without any doubt, potential of an ELT coursebook, to a greater or lesser extent, affects the learning of English language and skills. As such, it is crucial to decide on the most appropriate ELT coursebook to draw on in a given context, which can only be made possible with a comprehensive and elaborative evaluation.
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