Evaluating the Effectiveness and Suitability of Third-Year Primary School Textbook Pronunciation Content.

Abstract

This dissertation attempts to carry out an evaluation of the Algerian third-year primary school textbook entitled “My book of English” in terms of its many and varied pronunciation content. It fundamentally aims at finding answers pertaining to the its effectiveness and suitability as far as pronunciation instruction is concerned. The questions that this study has addressed are; 1.To what extent is pronunciation content effective in the Algerian third-year primary school textbook? 2. Does the textbook of third-year primary school comprise the requisite properties of a good textbook in terms of pronunciation? 3. Do the tasks and activities specific to pronunciation of third-year primary school textbook provide knowledge and practice in terms of pronunciation? To answer these questions, a mixed method approach which contains both quantitative and qualitative methods of data collection, was deployed. For dada gathering, a questionnaire and an evaluation checklist were deployed. The questionnaire was administrated to a sample of nine primary school teachers, and the evaluation checklist was given to five teachers affiliated with different primary schools in Mila province. The main findings revealed that the textbook and scrutiny succeeded in covering only one aspect of pronunciation to small extent. Stated more explicitly, the textbook’ activities and tasks provide to small extent practice and knowledge in terms of pronunciation. So, the textbook is not so effective and suitable in terms of its overall pronunciation content. This undertaking study concluded with a number of suggestions and recommendations in order to shed the light on pronunciation and give it more attention.