This theme is composed of seven dimensions: 1) the overall features, 2) language content: vocabulary, phrases and pronunciation, 3) language content: grammar and sentence patterns, 4) dialogue and reading texts, 5) four skills, 6) learning methods and resources, as well as 7) teaching resources. The presentation of the data begins with the overall features.
Excerpts 4-7 and 4-8 reveal that both of the urban interviewees thought that too much attention was put on exams; even extra learning resources offered by the textbook publisher were mainly about grammar practices and drills. Furthermore, practical communicative practice was insufficient. Even though students learned sentence patterns, they still did not know how to utilize them in real contexts. The authenticity and contexts of grammar were also criticized. Also, one of the urban interviewees presented her opinions on the design of warm-up in each unit (see Excerpt 4-7). On the other hand, the rural teacher suggested ways to reduce the gap between low- and high-achievers as well as how to cultivate learners’ autonomy, such as offering examples of words and grammar (see Excerpt 4-9).
[Excerpt 4-7]
Textbooks are practical for exams but not for real communication because most attention is put on exams. Most practice of grammar in the textbook and workbook are just drills. … … As for warm-up of each unit, key words can be given for students to utilize them in their discussion about the topic of a lesson. (from UTH1)
[Excerpt 4-8]
Both textbooks and workbooks have grammatical practice. Even so, students do not know how to utilize these sentence patterns in real contexts, such as how to order dishes in English. As for freshness, the current edition is almost the same as the old one. The latest products and famous people can be written into the texts, for example, iPad, the female golf player, Ya-Ni Tseng. (from UTH2)
[Excerpt 4-9]
Most important of all, examples of words and grammar should be given for low-achievers to make up for the gap between low-and high-achievers. I also hope publishers can offer extra learning resources to high-achievers. (from RTH)
In response to words, phrases, and pronunciation, all of the interviewees indicated that neither strategies to memorize words nor examples of new words were presented in textbooks or workbooks. In addition, only Volumes One to Four had
pronunciation practice. Excerpt 4-10 shows that pronunciation should be offered in each volume as appendixes for students to learn, apply and check. Also, pronunciation should be learned by students as early as possible so that they would memorize words better. As for suggestions to improve the presentation of vocabulary, it was hoped that analysis and useful information of words would be presented in future textbooks, such as prefixes, suffixes, compounds, and origins. See Excerpts 4-10, 4-11 and 4-12.
[Excerpt 4-10]
Few examples are given except for theme words in each lesson. Even theme words are just presented with pictures and a short practice. They still appear insufficient for students. Pronunciation is included in Books One to Four. Nevertheless, such a useful learning tool can be put in the appendix of each volume for students to learn, apply and check. I also hope each lesson will have a lexis section to offer information of new words, such as their origins, prefixes and suffixes. At least, teachers’ manuals should have such information. (from UTH2)
[Excerpt 4-11]
No strategies of memorizing words are offered in textbooks or workbooks. I wonder whether theme words are really useful for students. I think they just include the basic 1200 words which are listed by the MOE. (from UTH1)
[Excerpt 4-12]
No examples are presented in textbooks. At least, examples and word usage should be offered. Pronunciation is usually neglected due to time pressure. But this causes students’ low efficiency to memorize words. … … I hope textbooks will offer prefixes, suffixes and analysis of a compound (e.g., playground). I think these are useful for students’ learning. Besides, some confusing words with similar spelling, sounds, and meanings should be listed in appendixes for students to check and review, such as bake vs. back, except vs. besides. (from RTH)
With regard to grammar and sentence patterns, Excerpts 4-13 and 4-14 show that both of the urban teachers were discontent with the authenticity. They further mentioned that in order to give students a clear picture of tenses, how to utilize tenses
should be presented in a passage instead of a single sentence. Concerning drills, although they were practiced by students, most students still did not know how to correctly utilize tenses. Nevertheless, the rural teacher supported the idea of drills, but most of her students were low-motivated. See Excerpt 4-15.
[Excerpt 4-13]
Examples are not always authentic, so I usually look for authentic examples in the online corpus, COCA. Tenses are over-emphasized with drills, and drills lose their authenticity. For example, I washed my dog yesterday. I was washing my dog then.
How come “then” must be collocated with past progressive tense? (from UTH1)
[Excerpt 4-14]
A sentence pattern is usually presented with single sentences. It should be put into a whole passage so that students learn how to analyze the discourse of an article. I use reference books to make up for the weakness. I believe correct contexts can guide students when and how to utilize a sentence pattern. … … The comparison of similar grammar is only given in the review section of every three lessons. (from UTH2)
[Excerpt 4-15]
Neither textbooks nor workbooks present how and when to use grammar. It is offered by teachers, and it takes time. Most of my students need to practice drills. But in fact, students nowadays are low-motivated. (from RTH)
With regard to texts, interviewees stated different perceptions. As Excerpts 4-16 and 4-17 revealed, UTH1 indicated that the content was childish for 9th graders;
UTH2 appreciated pictures of texts. Nevertheless, the content was not fresh.
Concerning meaningfulness of texts, it was hoped that readings would be classified by topics instead of grammar, such as food, clothes, transportation, etc, so that students may learn how to utilize English in their daily life. In terms of the layout, RTH perceived that new words were highlighted in a different color. Important grammar should also be emphasized in this way to draw students’ attention. Besides, genres were limited. Most of them were dialogues and short readings (see Excerpt 4-18).
[Excerpt 4-16]
The content is childish for 9th graders. For examples, Theme words in Unit One of Book Five are about farm life: feed the hens, watch the frogs hop, take pictures of sunflowers, etc. Besides, they do not appear authentic. (from UTH1)
[Excerpt 4-17]
Pictures help student to get main idea. … … New ideas of an old topic can be added.
For example, green building can be introduced in texts about environmental protection. …… The content is not meaningful. Readings and dialogues should be classified by topics rather than grammar, for examples, food, clothes, transportation, etc, so students can learn how to use English in their daily life better. (from UTH2)
[Excerpt 4-18]
Most of the genres are dialogues and short readings. … … The annotations of words beside the text are okay, but it would be better to have word usage. It’s a good strategy to highlight new words in a different color. But grammar should also be emphasized in this way so that students will pay attention to it. … … Cultures are really introduced, but they should be closer to daily life. (from RTH)
Concerning four skills, all of the teachers were discontent with the insufficiency of speaking and multiple assessments. Yet, the rural one reflected that speaking was hard to instruct because of the large class size (about 28 to 36 students) and limited time (45 minutes a period, five periods a week). As for multiple assessments, the interviewees had diverse perceptions. In Excerpts 4-19 and 4-20, UTH1 and UTH2 indicated the lack of “dynamic assessment.” RTH suggested more question types to interest students and short stories would be good materials. Furthermore, she mentioned problems with listening practice (see Excerpt 4-21).
[Excerpt 4-19]
Reading and writing gain much more attention than speaking. … … No multiple assessments are presented in the textbook. Diverse question types do not mean
“multiple assessments.” … … Activities are just for grammar practice or for fun, not for real communication. (from UTH1)
[Excerpt 4-20]
Speaking and writing are insufficient. … … There is no “dynamic assessments” for students to explore their own learning progress. (from UTH2)
[Excerpt 4-21]
Basically, the texts can incorporate four skills, but speaking is not enough. Even though four skills are incorporated in a lesson, it is hard to teach them all due to the large class size and limited time. … … Question types should be diverse to interest students. Short stories are good materials to integrate four skills. … … Pictures of the listening practices in the workbook are too small; the speed of CDs is suitable for intermediate- and high-achievers but not for low-achievers. (from RTH)
Regarding learning methods and resources, all of the interviewees offered these to students. Though Textbook H had appendixes in each volume, there was room for improvement. See Excerpts 4-22, 23 and 24.
[Excerpt 4-22]
Answering skills and learning strategies are given by the teacher instead of the textbook. Maybe this is because of the limited cost of textbooks. (from UTH1)
[Excerpt 4-23]
I cannot perceive the textbook teaches students how to utilize the whole textbook set.
Instead, it is teachers that guide students to do this and students follow us. E-books do offer extra learning resources, but they aren’t always related to the topic of a lesson. … … How to look up words in a dictionary is taught in Book One. I hope each volume has this part and introduce common annotations. For examples, in Book Two, [C] stands for a countable noun which corresponds with the key grammar. … … Each book has appendixes of useful expressions in daily life. But there should be full contexts for students to apply. (from UTH2)
[Excerpt 4-24]
The practicality of additional learning resources depends on whether students’
proficiency levels correspond with them and whether there is equipment to utilize the resources. … … Because of insufficient practice of grammar and reading, I often give students extra grammar drills and reading comprehension practice. But these do not work well because of diverse students’ proficiency levels and limited time. … … Appendixes of useful expressions are included in each volume as well. But they are
put in the last part of the textbook, so they are usually omitted. There are no appendixes of words and phrases of Books One to Six. I know there is a table in the workbook to record students’ learning progress, but they should be taught the purpose of the table and how to use it. … I don’t think the textbook can teach students to be responsible for their own learning. (from RTH)
In the final dimension, teaching resources, the three teachers focused on different features. UTH1 indicated the lack of listing students’ common mistakes, as shown in Excerpt 4-25. In Excerpt 4-26, UTH2 was dissatisfied with the practicality of supplementary materials and service. In Excerpt 4-27, RTH stated that though teaching resources of festivals were given, time was insufficient to teach them all.
[Excerpt 4-25]
Few students’ common mistakes are offered as teachers’ reference … … They are just copied from blog. (from UTH1)
[Excerpt 4-26]
Most of the supplementary materials focus on exams. These can be developed into the practice of GEPT. But I still think the focus should be communication. … … Short films can be given to motivate students. … … The materials of current events only have reading comprehension, and they are too hard for ordinary students. They should be as easy and attractive as materials of festivals. … … When we teachers have problems with word usage or grammar, the salesperson asks foreign teachers for us. But it really takes time! We have in-service training every semester, but the topics are old-fashioned, e.g., how to teach grammar. (from UTH2)
[Excerpt 4-27]
Materials of festivals are offered. But because of time and students’ diverse proficiency levels, I don’t use them very often. (from UTH3)