简介：IntroductionAtextbookwillneverbeperfect.Whenwriterswriteaparticularbook,theyusuallyhavealargegroupoflearnersinmindandtrytomeettheselearners’generalneeds.However,differentlearnerslearndifferentthingsfordifferentpurposes,andatextbookmaybemoreappropriateforonegroupoflearnersthananother.Therefore,adaptationandsupplementationofatextbookisnecessarywhentryingtoharmonisecourseobjectivesandreasonsforlearnersstudyingEnglish.

简介：Atextbook,Economic,SocialandCulturalRights(secondrevisededition),hasbeentranslatedintoChineseunderthesponsorshipoftheChinaSocietyforHumanRightsStudiesandpublishedbytheSichuanPeople’sPublishingHouse.

简介：Thenecessityofthetextbookcannotbeneglectedalthoughproblemsdoexistwithourteachingmateri-als.Asteachersitisimportantforustoevaluate,se-lectandadaptteachingmaterialstomeetourteachingandstudents’learningneedsinordertomaximizelearningpotentials.ThecasestudyofoneparticularEFLtextbookprovidesuswithmoreinsightsintotheunderstandingofourteachingmaterials.Theprocessofevaluatingtheteachingmaterialshelpsusmakede-cisionsinselectingtextbooks,aswellasallowingustoreflectonourteachingandlearningexperience.

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简介：IntroductionInthisarticlewebrieflydescribethebackgroundofBritishStudiesprojectsinChina,thenhowatextbookwasdevelopedandfinallywegiveabriefintroductiontoausefulmethodologytoadoptwhenusingthetextbook.BackgroundFirstPhaseInAutunm1989anMAprogrammewassetupbytheBritishCouncil(BC)TheCulturalandEducationof(TheBritishEmbassy,andtheChineseStateEducationCommission(SEdC).Theprogrammebeganatthreeofthecountry’sleadingforeignlanguageuniversities,inBeijing,ShanghaiandGuangzhou.

简介：Inthisstudy,theresearcherusesdocumentanalysistoexplorethecontentsofonetextbook—NewInterchange1,whichhasbeenusedinanintensiveEnglishforacademicpurposes(IEAP)programmeatPannasastraUniversityofCambodiainSiemReap(PUC-SR).Thisanalysisisaimedatexploringhowcommunicativethetextbookisinnature.Todothis,thecontents/textsinthetextbookareanalysedandgroupedinto10categories,namely:(1)askandanswerdialogue;(2)situationaldialogue;(3)communicativedialogue;(4)information-gapactivity;(5)opinion-sharingactivity;(6)reasoning-gapactivity;(7)learnerautonomy;(8)focusonmeaning;(9)thinkingskill;and(10)focusonform.Resultsshowthatthetextbookprioritises“information-gapactivity”and“opinion-sharingactivity”followedby“askandanswerdialogue”and“situationaldialogue.”Instarkcontrast,“learnerautonomy”and“thinkingskill”appearleastfrequentlyinthisbeginnertextbook.However,thetextbookisgenerallyseentobehigh-communicativeinnature,becausemixedtasks/activitiesareusedthroughoutthetextbook,sothatstudentscanbeexposedtoawiderangeofcommunicativeactivities.Moreover,thesetasks/activitiesareclaimedtobecommunicativetasktypesintheliterature.

简介：Specialeducationisachallengingareaofeducation,astraditionalinstructionstrategiesneedtobeappropriatelyadjustedtomatchtheindividuals’needsresultingfromvarioustypesoflearningandotherdisabilities(LD).Amongarangeofsubjects,thepaperfocusesonscienceeducationforLDstudentsanditelaboratesontwogroupsofadaptationsfrequentlydiscussedintheliterature,whichinvolvematerialsalternativetotextbook.Wehavecarriedoutaliteraturereviewbyusingapoolofreviewarticlesfromthe“BibliographyObservatory”databasedevelopedbytheUniversityofThessaly,Greece.Wehereinpresentthesumoftheresearchactivityprimarilyfromthepastdecades(post1980s),pertainingtotechnologyassistedadaptationsandhands-onactivities/laboratoryinstruction.ThisanalysishasshownthatthereisanincreasingresearchinterestinsuchadaptationsbothchronologicallyandmostimportantlyprovidesevidenceoftheadvantagestheseadaptationsoffertoLDstudents.