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Azar and Hagen's (2011) fourth edition of Fundamentals of English Grammar is designed for lower-intermediate and intermediate English language learners. As an intermediate level text, it can be easily modified for lower-advanced as well as lowerintermediate learners. Through my critique, I hope to determine if the textbook is appropriate for my current ESL classes for its accuracy, completeness, and appropriateness.
Azar and Hagen's (2011) fourth edition of Fundamentals of English Grammar is designed for lower-intermediate and intermediate English language learners. As an intermediate level text, it can be easily modified for lower-advanced as well as lowerintermediate learners. Through my critique, I hope to determine if the textbook is appropriate for my current ESL classes for its accuracy, completeness, and appropriateness.
Azar and Hagen's (2011) fourth edition of Fundamentals of English Grammar is designed for lower-intermediate and intermediate English language learners. As an intermediate level text, it can be easily modified for lower-advanced as well as lowerintermediate learners. Through my critique, I hope to determine if the textbook is appropriate for my current ESL classes for its accuracy, completeness, and appropriateness.
Abstract In this ESL/EFL textbook review, I analyze Azar and Hagens (2011) fourth edition of Fundamentals of English Grammar, which is designed for lower-intermediate and intermediate English language learners. My review of this textbook provides insight into whether this is a text I would use with my current intermediate and advanced ESL students. I have included specific criteria in my evaluation, including the audience of the learners, the organization of the grammar structures presented, the approaches used, the provision of samples, templates and/or guides, and whether the textbook accurately and fully explores the grammar structure of comparisons in particular. Through my critique, I hope to determine if the textbook is appropriate for my current ESL classes for its accuracy, completeness, and appropriateness. Keywords: ESL/EFL/ELL, grammar textbook, comparisons
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
An ESL/EFL Grammar Textbook Review
Azar and Hagens (2011) fourth edition of Fundamentals of English Grammar is
designed to teach lower-intermediate and intermediate English language learners. As an intermediate level text, it can be easily modified for lower-advanced as well as lowerintermediate learners. My review of this textbook provides insight into whether this is a text I would use with my current intermediate and advanced ESL students. I have included the following criteria in my evaluation: (1) Does this text suit the level of ESL learners I currently instruct? (2) Are the contents organized logically from less complex to more complex grammar structures and are they useful to ESL learners? (3) Do I agree with the approaches adopted in the text or would I prefer a different approach? (4) Does the text provide useful templates, samples or guides I may use in my instruction? (5) Does the textbook accurately and fully explore the grammar structure of comparisons? There are fourteen chapters in this grammar textbook. The first three chapters focus on present, past, and future tenses. Chapter four compares the present perfect with past perfect, while chapter five teaches how to ask questions. Chapter six covers nouns and pronouns, and chapter seven teaches modal auxiliaries. Chapter eight introduces conjunctions, chapter nine focuses on comparisons, and chapter ten teaches the passive voice. Chapter eleven compares count and non-count nouns as well as articles, while chapter twelve highlights adjective clauses. Chapter thirteen emphasizes gerunds and infinitives, and chapter fourteen covers noun clauses and quoted speech. I dont believe that all the contents are organized from less complex to more complex grammar structures. For example, chapter ten, which introduces the passive voice, is taught before count/non-count nouns and articles. I believe the passive voice is more challenging to 3
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
English learners and is not as crucial as comprehension of count/non-count nouns and articles. I am also surprised that the chapter covering count/non-count nouns and articles comes so late in the sequence of the textbook, as these are significant grammatical structures to be taught in the early stages of learning English. ESL students need to understand such concepts for everyday use in their communities for shopping and ordering items. The appendix provides helpful supplementary grammar charts. The listening practice exercises include a CD as well as scripts for students to read along with the dialogs. The answer key is the final section before the index. The inside of the front and back cover lists common irregular verbs as a reference. This list is helpful, but in no way comprehensive. For example, it is lacking the have/has/had form with the past participle, which would assist students in using the perfect aspect. The fourth edition includes new warm-up exercises to complement grammar charts, listening practice that ranges from everyday conversation to academic speech, readings that focus on specific grammar structures, writing tasks that feature grammar structures (samples included), expanded speaking activities for students to express their experiences, opinions, and relate the grammar structure to their personal lives, and corpus-informed content to reflect authentic English discourse. I find the variety of exercises, especially games and group/pair activities, very valuable. The written and spoken language in the text is authentic, modern, and covers typical situations such as apartment living, schedules, school, work, travel, health, and hobbies. Such topics are practical for my current ESL students and suits their needs. Fundamentals of English Grammar uses a grammar-based approach, but incorporates communicative methodologies to enhance the acquisition of all language skills. However, this text barely touches upon pronunciation skills, which are often overlooked in ESL instruction.
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
The authors explain that the text is founded on a basic understanding of form and meaning, and is designed to incorporate meaningful communication about real actions, real things, and their real lives in the classroom context (p. X). The back of the book claims the fourth edition features more communicative and interactive language-learning activities. I prefer the communicative method of ESL instruction, and appreciate the amount of verbal practice exercises that the textbook provides. Nonetheless, this textbook would be greatly improved by pronunciation exercises to match the communicative approach the authors claim to feature. This text provides useful templates, charts, samples and guides that I can use in my instruction. The pictures and games are geared for adult learners. I find the phrasal verb list and preposition combinations in the appendix worthwhile as these are especially difficult language skills for adult learners to acquire (p. 398-403). The timelines showing past, present, and future tense, with respect to the progressive and perfect aspects, provide a helpful visualization in learning these complex concepts (p. 90, 98, 395, 396). The writing exercises apply grammar structures in an authentic way. One way the textbook could be improved, is if it contained guides for paragraph writing. The grammatical topic of Comparisons (chap. 9) is evaluated in the following paragraphs. This chapter discusses comparatives, superlatives, and their adjective and adverb forms. The chapter begins with a chart that shows how to make comparisons using as + adjective/adverb + as. It explains to use asas to say that the two parts of a comparison are equal or the same in some way (p. 229). It also shows the negative forms, such as not asas, not quiteas, and not nearlyas. The examples provided are realistic as they compare the ages of four individuals. The chapter teaches common modifiers used before asas, such as just and almost. This section also incorporates popular idiomatic phrases into a game using asas
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
(e.g., as hungry as a bear, as strong as an ox). This is an effective way to teach idiomatic phrases related to the grammar structure. The next chart in the chapter defines comparatives and superlatives. The following quote explains the differences, The comparative compares this to that or these to those (p. 233). However, there is no discussion about this and that describing distance relationships, which is essential for ESL learners to understand. The text states, The superlative compares one part of a whole group to all the rest of the group (p. 233). It also shows the forms for each: comparatives end in -er or use more and superlatives end in est or use most. It also notes that comparatives are followed by than, and superlatives begin with the. The chapter presents plenty of examples and practice exercises. Next, a more detailed chart is presented about forms of adjectives and adverbs using the comparative and superlative grammar structures (p. 235). This chart is organized by adjectives with one-syllable, two syllables, three or more syllables, and irregular adjectives (good, better, the best, bad, worse, the worst). It also shows ly adverbs (e.g., slowly), one syllable, and irregular adverbs (well, better, the best, badly, worse, the worst, far, farther/further, the farthest/furthest). It notes the exception of early as being both an adjective and an adverb, and provides its forms (earlier, earliest) (p.235). The text also explains that both farther and further are used to compare physical distances and that further can also mean additional (e.g., I need further information), but farther cant be used for this purpose (p. 235). The charts descriptions are one of the most concise, easy to read, and complete examples that Ive seen in an ESL textbook with regard to teaching comparatives and superlatives. The next chart I found beneficial for learning about comparisons, is the chart on page 239 which explains the use of than with comparatives. The chart makes a comparison between
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
formal and informal English in the following, In formal English, a subject pronoun (e.g., he) follows than (e.g., Im older than he is). In everyday, informal spoken English, an object pronoun (e.g., him) often follows than(e.g., Im older than him) (p. 239). This explanation describes the authentic use of the grammar structure to ESL students. The chart also demonstrates how auxiliary verbs often follow the subject after than (e.g., He works harder than I do). It explains that a genitive noun (e.g., Kates) or pronoun (e.g., mine) may follow than (e.g., Anns hair is longer than mine) (p. 239). More exercises follow for further practice of the target structure. Another useful chart on the topic of comparisons illustrates how comparative adjectives and adverbs can be modified by much, a lot, far, a little, and a little bit. The chart first underlines the fact that very can only modify adjectives and adverbs, but not these in their comparative forms (e.g., Incorrect: Tom is very older than I am) (p. 240). This is a significant difference that should be brought to the attention of English learners. The next chart I find helpful pertains to the use of lessthan and not asas, when comparing two items. This chart explains, The opposite of er/more is expressed by less or not asas (e.g., A pen is less expensive than a book/A pen is not as expensive as a book) (p.241). The chart notes that these two forms are used with adjectives and adverbs of more than one syllable. Only not asas (not less) is used with one-syllable adjectives or adverbs (e.g., Incorrect: A pen is less large than a book) (p. 241). This description is clear, complete, and accurate. The chapter illustrates the use of more with nouns in making comparisons. The text explains that when more is used with nouns, it often means additional, and that it is used to make complete comparisons by adding than (e.g., There are more people in China than there
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
are in the U.S.). It adds that when the meaning is clear, the noun may be omitted and more can be used by itself (e.g., Do you have enough coffee, or would you like some more?) (p. 242). This chart is a useful guide which presents clear explanations of the usage of more in making comparisons. The chapter contains a short explanation about repeating comparatives. It claims, Repeating a comparative gives the idea that something becomes progressively greater, i.e., it increases in intensity, quality, or quantity (e.g., Because he was afraid, he walked faster and faster) (p. 244). It next discusses using double comparatives by describing them as having two parts which both begin with the... (e.g., The harder you study, the more you will learn) (p. 245). The text further explains, The second part of the comparison is the result of the first part (p. 245). The chart also reveals two popular expressions in English with their meanings: the more, the merrier and the sooner, the better. Again, this is a great way to introduce common idiomatic expressions within the context of the grammar structure. An additional chart I find beneficial outlines common lexical phrases used with superlatives. For example, it lists superlative + in a place (e.g., the largest cities in the world), superlative + adjective clause (e.g., the most generous person Ive ever known), and superlative + of all (e.g., the best book of all) (p. 246). It also explains that the least means the opposite of the most. The text lists another common lexical pattern used with superlatives, one of + plural noun (+ singular verb) (e.g., One of the best students in the class is Ali). This is a very thorough explanation of multiple ways that the superlative is used in English. The chapter also provides helpful practice in using common lexical phrases. It is essential that some of the exercises (e.g., Exercise 37, p. 249) include verbal practice of the
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
grammar structure. Many grammar textbooks in my experience do not provide verbal practice, but instead consist of fill-in-the-blank exercises, which dont reflect real communication. A final chart I find valuable summarizes the forms of the adjectives: the same, similar, and different. It notes the always precedes same, the same is followed by as, similar is followed by to, different is followed by from (however, than is often used in place of from by native speakers, though from is more formal) (p.252). It also explains that a noun may come between the same and as (e.g., She is the same age as my mother). The form for using like and alike are shown as: noun + be like + noun (e.g., My pen is like your pen) and noun and noun + be alike (e.g., My pen and your pen are alike) (p. 252). The chart makes a worthy point about like following certain verbs, primarily ones dealing with the senses (e.g., feels like, tastes like, looks like, sounds like, etc.). It also states that alike may follow verbs other than be (e.g., look alike, think alike, act alike, talk alike, dress alike) (p. 252). This information is crucial for English learners to know the form in which the language is used. This chapter accurately and fully explores the grammar structure of comparatives, superlatives, and the adjectives and adverbs used to make comparisons. Overall, this textbook is much more than just a simple grammar textbook. The charts lay out common patterns in comprehensible and organized ways, and provide many examples and practice for ESL students to learn. In my opinion, it does what it claims to do in providing a basic understanding of form and meaning. This grammar text shows accurate language in how it is used by native speakers, and the explanations are appropriate for this level of ESL. The Fundamentals of English Grammar would be a great addition to my current ESL classes for its accuracy, completeness, and appropriateness.
AN ESL/EFL GRAMMAR TEXTBOOK REVIEW
References Azar, B. & Hagen, S. (2011). Fundamentals of English Grammar (4th Ed.). White Plains, NY: Pearson Education. 474 pages.
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