Communicative Textbooks English Language Textbooks in Iranian Secondary School.docVIP

Communicative Textbooks: English Language Textbooks in Iranian Secondary School Mahdi Dahmardeh (Warwick) Abstract English language teaching materials (textbooks) play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign lan- guage. Arguments have encompassed both the potential and the limitations of materials used for guiding students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components. The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations. I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (authors and teachers perspectives as well as their discomfort will be addressed) as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.). I will then present a discussion o