LECTURER’S TEXTBOOK ADAPTATION TECHNIQUES IN FOREIGN LANGUAGE TEACHING: A CASE STUDY AT HANOI LAW UNIVERSITY

Abstract

This article investigates textbook adaptation techniques employed by lecturers in teaching foreign languages for students whose majors are not foreign languages at Hanoi Law University and reasons for the use of these strategies. The author uses both quantitative and qualitative method via the data collected from a survey questionnaire and an interview. The results indicate that the most common strategies used by teachers are: supplementing and expanding the vocabulary, grammar and pronunciation aspects; supplementing listening materials and re-designing listening tasks; supplementing reading materials and re-designing reading tasks either by advancing or simplifying; re-designing speaking tasks either by advancing or simplifying and supplementing similar tasks; and re-designing or adjusting writing tasks to match students’ abilities. The stated reasons mainly fall into two categories: to suit the students’ competence, interest, and characteristics and reduce the shortcomings of the textbook. From these findings, the author suggests some pedagogical recommendations related to textbook adaptation in particular and teaching material in general.