Textbooks's Role In Language Teaching

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Textbooks play a central role in language teaching and provide a valuable source for both teachers and learners. In relation with textbook Davison (1975) suggests that after the teacher the textbook is the most significant component in the foreign language classrooms. Few teachers enter class without a textbook which provides content and teaching/learning activities that form much of what happens in the classroom. Some students, in Mukundan and Ahour’s (2010, p. 336) words, rely deeply on the textbook as “an essential element of their learning material without which they do not consider the learning situation to be serious”. According to Tomlinson (2012), textbooks prepare learners for examinations, help teachers by reducing their preparation time, help administrators to allocate lessons to teachers, normalize teaching, and provide teaching that would be valuable to any learner anywhere at a specified language level. It is evident that in EFL contexts teachers and textbooks play central roles as resources of the target language and culture. A textbook is a framework which regulates the programs without which classrooms have no face validity to students and learners don’t take their learning serious. In situations when shortage of experts in teaching a foreign language is felt, the role of textbooks become pivotal (Williams, 1983). Textbooks represent the role of several people in the target society, the way different people at dissimilar levels of society

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