Textbook Selection for the ESL Classroom

Textbook Selection for the ESL Classroom
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ESL 课堂教材选择

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发表时间：
2002
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通讯作者：
Dawn Garinger
Dawn Garinger
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作者：
Dawn Garinger

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应用语言学中心·埃里克语言和语言学信息交换所·华盛顿特区西北40街464640th·华盛顿特区20016-1859年·202-362-0700长期以来，该领域的专业人士一直在争论是否以及如何在英语作为第二语言的教学中使用教科书。然而，即使随着新技术的发展，能够提供更高质量的教师生成的材料，对教科书的需求仍在继续增长，出版业每年都会推出新的系列和教科书。教科书可以为教师提供不同的目的：作为核心资源，作为补充材料的来源，作为课堂活动的灵感，甚至作为课程本身。研究者们提倡多种教材选择方法(Cunningsworth，1984；Sheldon，1988；Skierso，1991；Ur，1996)，但在实践中，这一过程往往是基于个人偏好的，可能会受到与教育学无关的因素的影响。这些可能包括对可用文本的认识有限，预算限制，以及一些教科书的有限可获得性。教育工作者可能面临着在这个问题上缺乏时间和知识，而且许多以前公布的教科书选择核对表太耗时而不可行。然而，只要稍加考虑和注意，选择过程就可以得到加强，使用课文的学习者的结果也会得到改善。
CENTER FOR APPLIED LINGUISTICS • ERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS • 4646 40TH ST NW • WASHINGTON DC 20016-1859 • 202-362-0700 The question of whether and how to use textbooks in teaching English as a second language (ESL) has long been debated among professionals in the field. However, even with the development of new technologies that allow for higher quality teacher-generated material, demand for textbooks continues to grow, and the publishing industry responds with new series and textbooks each year. A textbook can serve different purposes for teachers: as a core resource, as a source of supplemental material, as an inspiration for classroom activities, even as the curriculum itself. Researchers have advocated a variety of approaches to textbook selection (Cunningsworth, 1984; Sheldon, 1988; Skierso, 1991; Ur, 1996), but in practice, the process is often based on personal preference and may be affected by factors unrelated to pedagogy. These may include limited awareness of available texts, budget restrictions, and limited availability of some textbooks. Educators may face a shortage of time and knowledge on the subject, and many previously published checklists for textbook selection are too time consuming to be feasible. Yet with a little additional consideration and attention, the selection process can be enhanced and the outcomes for learners who will use the texts improved.