<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.</p></abstract>

This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

School of English and International studies, Room 217 Beijing Foreign Studies University,

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use,...

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

Publié en ligne: 14 mars 2017

Pages: 78 - 102

DOI: https://doi.org/10.1515/jolace-2017-0005

Mots clés
English language teaching textbooks, content evaluation, meaning making, Systemic functional linguistics

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

Publié en ligne: 14 mars 2017

Pages: 78 - 102

DOI: https://doi.org/10.1515/jolace-2017-0005

Mots clésEnglish language teaching textbooks, content evaluation, meaning making, Systemic functional linguistics

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
English language teaching textbooks, content evaluation, meaning making, Systemic functional linguistics