2. The textbook in teaching and learning language
2.3. The roles of a textbook in language learning
In practice, there is no single textbook which can suit the learning needs of all students ( Hutchinson & Torres, 1994). Tomlinson (1998) explains in choosing a textbook, teachers need to take into account the abilities, needs and interests of their students , as well as the quality of the book. Based on him, teachers should note the extent to which textbook need to be adapted and combined with the additional material. Richards ( 2001) stated that “Textbook is considered the key component of most language programs.” And, it provides the necessary input into classroom through different activities, readings and explanation. According to Cunningswoth (1995), textbook served the language course as a source for material presentation, activities for learners practice and communicative interaction, stimulation and ideas for classroom activities and a reference source for learners on grammar, vocabulary and pronunciation. Clandfield (2010) asserts that textbooks are the useful tools ELT in that they provide a structure for teachers and students to follow, provide attractive, motivational, colorful and diverse content, serve as a great timesaver for teachers, and provide a source of ideas and methodology for them.
In spite of these strengths, there are potential negative effects of using textbooks. Textbooks may provide learners with inauthentic language including distorted content or ignoring student‟s needs or deskilled teachers (Richards, 2001).
Due to the limitations, many language experts believe that the perfect book does not
exist, however “the best book available for teachers and students does exist” (Grant, 1987, p.8). This is the book that suits the needs, interests and abilities of both the learners and the teacher. To be able to find the best book available, materials is still innovated to revolutionize the developments of teaching materials so that the textbook should meet the needs of the students by attending to their interests and abilities and it should be in agreement with the teaching style of a teacher (Grant, 1987).
Textbooks play a crucial role in shaping social attitudes and molding the behavior of the learners. Textbooks are the mostly used teaching and learning materials for both teachers and students, they provide a framework for teachers in achieving the aims of the course and serve as a guide to the teachers. Also, the textbook affects the students‟ attitudes and performance to the lesson through the course. It is true that when the learners like their textbooks, they like the course as well and become active participants to the lesson. Textbooks can affect the attitude of a learner including the structure, the organization, the presentation format and etc which contribute to like or dislike, interest or disinterest, attraction or repulsion and increase positive or negative attitudes of learners and users. Kochhhar (1985) made a comprehensive list of attributes a textbook consisting of: the contents of the textbook, the physical appearance, the suitability for the capability of the users.
According to Aggarwal(2001), the psychological attributes of textbook tend to affect the attitude of the learners. Maxwell (2008) stated that the teacher‟s understandings in using textbook influence their behavior and their teaching performance. Hence, the attitudes to the textbook play an important role in language teaching and learning, which can stimulate or cause a barrier toward teaching and learning second language.
3. Related Studies
Many studies have been conducted to explore the nature of students‟
attitudes towards learning foreign language in general and EFL in particular,
compared with the studies concerning the attitudes of ESL learners during the past three decades (Al-Zahrani, 2008). For instance, Shams (2008) conducted a study attempting to investigate students‟ attitudes, motivation and anxiety towards the learning of English. The findings underlined that the students had affirmative attitudes and high enthusiasm towards English. This also highlighted that most of them showed positive attitudes towards English language and its learning which, in turn, emphasized the value of English language efficiency in the daily life. The findings show that students had positive attitudes and extreme eagerness towards teaching and learning English and they also valued the importance of English language efficiency in the daily life. Momani (2009) also investigated the secondary stage students‟ attitudes towards learning English as a foreign language and their achievements in reading comprehension. The findings showed that the respondents had neutral positive attitudes toward learning English. Also, there was a strong correlation between the students‟ attitudes toward learning English and their performance in reading comprehension. The findings of study by AlTamimi and Shuib (2009) on Petroleum Engineering students‟ motivation and attitudes towards learning English revealed that they had positive attitudes towards the use of English in the Yemeni social and educational contexts. They also showed affirmative attitude towards the culture of the English speaking world. In terms of the year of study variable, AlZahrani (2008) conducted a study to determine the attitudes of Saudi students towards English. The statistical analysis revealed that there was not any clear difference among the three years in their attitudes towards Learning English as the descriptive statistics showed that the respondents in the three years had the same level of attitude. Regarding the gender variable, Fakeye (2010) investigated the correlation between attitude and achievement in English among 400 senior secondary students selected randomly from five secondary schools. The findings revealed that there was a significant relationship between attitude and achievement. Additionally, it was explored that students‟ attitude is not gender- related. Thus, there was not a statistically significant difference in the attitudes of
male and female students. At Vietnam National University, Hanoi College of Foreign Languages, there are also many M.A. these on students‟ and teachers‟
attitudes towards various aspects in English learning and teaching such as learning and teaching English language skills or teachers‟ techniques used in teaching English skills as well as the contents of textbooks. For example, N.T.T. Hang (2006), T.T. Phuong (2007), N.H. Tuyet (2009), N.T. Chung (2010) investigated students‟ and teachers‟ attitudes towards teaching and learning grammar. H.T.B Thuy (2008), T.T. Van (2010), etc. investigated teachers‟ and students‟ attitudes towards teaching and learning different language skills. Or, N.T.B. Hang (2009) conducted the study about the implementation of the new English textbook for grade 10 innovation; however, that study focused on using the new textbook when the textbook was complemented in all schools. Among these studies, there is not any a study on attitudes of teachers and students towards teaching and learning the piloted textbook English 10. So, this study will focus on the attitudes of teachers and students with the piloted new textbook English 10 which is being modeled in some high schools in Vietnam.