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|Title||Evaluating the Content of English for Palestine, Grade Ten Textbook in the Light of the Standards for Foreign Language Learning|
The study aims at evaluating the content of English for Palestine, Grade Ten textbook, which was decided on for the tenth basic grade students in Gaza Strip and theWest Bank and has been taught since 2004-2005, in the light of the standards for foreign language learning. The main reason for carrying out this study is the need to find out if this newly implemented syllabus textbook, 2004-2005, matches requirements of the new and current trends of standards within the allowed period for developments and innovations agreed upon by the Ministry of Education and Macmillan Press as the first four publications are trial ones. The study purposes to identify the most current standards for foreign language learning and then to find out the extent to which the content of the textbook meets these standards. The researcher reviewed many books, previous studies, journals and related literature to benefit from and decide on the relevant procedures to follow while carrying out the study. It was realized that the National standards for Foreign Language learning were the best to be considered as a base for implementing the study. The researcher designed an analysis card that sought to collect data relevant to process the study. These data involved making a survey for the textbook so as to analyze the activities that matches the standards set by the study. The analysis card was shown to 12 experts for benefiting from their comments in regard to any potential modifications, deletions, and additions to achieve validity. Reliability was examined through the help of three colleague researchers who volunteered to make the survey and complete the analysis card along with the main researcher after they had been trained using suitable sheet materials in this regard. The findings show a variance in the frequencies of the standards. Communications standards scored the most and Comparisons standards came in the second rank to mark points of strength. While Communities, Cultures and Connections standards score weak frequencies in the mentioned order. There is also a variance in the frequencies of each standard in each unit of the textbook. The researcher points out that there should be more balance in the distribution of these standards among the units of the textbook since there are some relatively neglected standards. The findings also show good employment for topics in the textbook. Various topics are introduced throughout the twelve units. These topics are recycled in the same unit that may reinforce students motivation and learning. The study recommends establishing a follow-up research committee whose duty is to apply formative and summative evaluation researches to achieve more innovations and developments. Teachers are invited to attend workshops held by the Ministry of Education on new trends in area of curriculum and teaching and employ more effective methods such as groupwork, teamwork, and cooperative learning methods.
|Publisher||the islamic university|
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