Abstract:
The purpose of this study was to evaluate listening tasks in the new grade eight English
students’ textbook based on evaluation criteria in terms of the current communicative
language teaching theory. The study was particularly aimed at evaluating the communicative
components, nature and appropriateness of listening tasks. The descriptive design was
employed in the study. Document (text) analysis, semi-structured interview and questionnaire
were used as instruments of data collection in the study. Grade eight English students’
textbook, three English language teachers and 60 students of Abune Basilios Primary School
were used as sources of data for the study. The teachers were selected using comprehensive
sampling whereas the students were selected using systematic sampling technique. The
researcher used qualitative and quantitative approaches to analyze data. The findings of the
study revealed that all of the objectives of the listening tasks are not stated in the students’
textbook at all. However, they are stated in the teacher guide for the teacher to understand
where he/she is going and what they are going to achieve easily. Although it is tried to
include objectives in the teacher guide, some of the objectives are not mentioned. And the
objectives included in the teacher guide are repeated in different units and lack variety.
There are also some objectives in the textbook that are stated too general. The inputs of
listening tasks are presented in adapted listening text form although there are some inputs
presented in photo and picture form. The listening tasks are well designed regarding the
relationship between activities and objectives. In addition, there is an appropriate
relationship between activities and input data in the textbook. The roles of students are
clearly explained in the textbook as well as teacher guide and they have more roles of active
participant and high responsibility of their own learning. The roles of the teacher are stated
clearly in all of the listening tasks of the teacher guide though they are not stated clearly in
the students’ textbook. In the tasks, the teacher has the roles such as facilitating and
encouraging and this satisfies the principle of communicative language teaching theory.
Most of the listening tasks in the textbook emphasize on pair or group work which is advised
in the current teaching method. Apart from this, all of the listening tasks in the textbook
initiate students to listen purposefully and meaningfully rather than practicing language
patterns. Almost all the listening tasks are well interwoven with other language skills.
Moreover, the listening tasks are designed well with regard to consideration of students’
background knowledge. There are also balanced amounts of listening tasks when compared
