Zahra Hashempour & Dr. Samira Baghaee,
Islamic Azad University, Genaveh Branch & Islamic Azad University, Shiraz Branch, Iran
Textbooks serve as the foundation for more than language input that students receive and the language practice that take place in the classroom. Therefore, present study aimed to compare the representation of language sub skills in ‘Right Path to English’ and ‘Prospect 1’ series based on the Iranian Teachers’ attitudes. To this end, the researchers modified the book evaluation checklist developed by Abdel Wahab (2013) and employed it as the instrument of the study. The questionnaire was administered to fifty Iranian language teachers from two provinces (Fars and Bushehr) who were selected randomly as the participants of the study. Results of the study revealed that the teachers had favorable attitudes towards the representation of the language sub skills in the new series. The results also indicated that the teachers held unfavorable attitudes toward the representation of the language sub skills in the first series. The analysis of paired samples t-tests showed that the teachers held significantly more favorable attitudes towards the representation of vocabulary and pronunciation in the new series compared with the old series. The results also revealed that there was not any significant difference between the teachers’ attitudes towards the representation of grammar in the new series compared to the old ones.
The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.