NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1162275
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1309-9108
English Textbooks for Russian Students: Problems and Specific Features
Solnyshkina, Marina I.; Vishnyakova, Ol'ga D.; Gafiyatova, Elzara V.; Gabitov, Azat I.
Journal of Social Studies Education Research, v8 n3 p215-226 2017
The research identifies the complexity level of eight texts from Spotlight 11 used in Russian TEFL to prepare students for National Unified Exam in English and assess their reading skills. The results of the analyses conducted with the help of T.E.R.A., an automated text processor, prove that all texts fell within the range of 6-9 Flesch-Kincaid grade levels which correspond to the English language proficiency of the target audience. We also revealed the absence of a clear progression in difficulty across the eight texts in the continuum which may cause unpredictable test results and contribute to demotivation of students. The results also show that the indices of narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion measured with T.E.R.A. do not grow but fluctuate across the continuum of the texts either. Aiming at selecting authentic texts with steadily growing complexity of each of the above mentioned parameters, we recommend to incorporate the suggested algorithm of text analysis into TEFL practice in Russia. T.E.R.A. is viewed by the authors as a tool able to provide educators with a solid foundation to select texts, develop curriculum, design assessment tasks and otherwise address academic needs of a target audience.
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Russia
Grant or Contract Numbers: N/A