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Content analysis is conducted at micro and macro levels by examining seven criteria related to communicative competence, including strengths and weaknesses of the material. 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April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nMicro and Macro Content Analysis of English Textbook Entitled“Mosaic One Listening and Speaking (Student’s Book)” In The Light of Communicative Competence  \nNisreen Juma'a Hamed Al-Mashaqba,  \nCollege of Science and Arts, Methnab, Qassim University, Saudi Arabia  \n[Email: nsreen_mashaqba@yahoo.com](Email: nsreen_mashaqba@yahoo.com)  \nDoi:10 .7575/aiac.alls.v. 8n.2p.41  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.41](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.41)  \nReceived: 02/02/2017  \nAccepted: 17/03/2017  \nAbstract  \nThe purpose of this study is to investigate the extent to which the listening and speaking lessons which are presented in textbook entitled “Mosaic One Listening and speaking (Student’s Book)” are characterized with appropriateness and meaningfulness in light of communicative competence and meet the Principles and features of communicative language teaching. The content analysis was at micro and macro level in terms of the availability of seven criteria of communicative competence in the textbook under the study and in terms of strength and weakness of the content. The findings indicate that The English textbook entitled “Mosaic One Listening and speaking (Student ’s Book)” fulfilled 84% of communicative competence’s criteria of the good EFL textbook adapted from some experts in the light of communicative competence.  \nKeywords: Content analysis, communicative competence, Mosaic One  \n1. Introduction  \nEnglish language has become the most important language for communication in different fields of life. No one can deny the significance of English language in the recent time as universal language. It is noticed that English language has become more leading approximately all over the world because it is considered the language of modern era and means of communication among communities with different cultures.  \nLearning English become a necessity nowadays. Through learning the language, learners can communicate with eachother, think critically, acquire knowledge and express their ideas correctly in social Situation. That is why EFL teachers should give more attention to motivate students to learn English, to improve the student's ability and enable students communicating more fluently in using the language.  \nThe change in foreign language teaching shifted from focusing on the language elements such as grammar, vocabulary, and pronunciation and its four skills: Reading, writing, speaking and listening to the communicative proficiency i.e., the capability to communicate in the second language in actual life situation. This means that the shift was made from mastery of language structures to language use. A parallel shift was also evident in the field of foreign language assessment. The focus of \"language testing moved away from discrete point tests toward measures of actual performance\" (Bachman, 2001) .  \nNowadays teachers and textbooks are required to help learners in acquiring communicative competence. There is necessity for teachers to be equipped with the essential skills, knowledge and perceptions and change their perceptions about the aims of foreign language teaching (Sercu, 2006) .  \n2. Theoretical Framework  \n2.1 Content Analysis  \nAn English textbook has a crucial role in learning English as a foreign language (EFL) in various levels inside the classrooms.  \nContent analysis is the technique for analyzing the content of textbooks materials consists of written, spoken, visual, which serve as a medium for communication. Furthermore, the material of content analysis includes textbooks, articles novels, magazine articles, and political speeches etc… Any type of material which used to convey a message or communication can be a subject of analysis.  \nContent analysis refers to","cbCaidvD5MPN5XQD","https://ap.wps.com/l/cbCaidvD5MPN5XQD","pdf",210795,"English","# Abstract\n# 1. Introduction\n# 2. Theoretical Framework\n## 2.1 Content Analysis","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To determine the extent to which listening and speaking lessons in “Mosaic One Listening and speaking (Student’s Book)” are appropriate and meaningful in light of communicative competence.\"},{\"question\":\"How is the textbook analyzed?\",\"answer\":\"Through micro and macro content analysis, assessing seven criteria of communicative competence and identifying content strengths and weaknesses.\"},{\"question\":\"What percentage of communicative competence criteria does the textbook meet?\",\"answer\":\"The findings indicate the textbook fulfills 84% of communicative competence criteria of a good EFL textbook.\"}]","Micro and Macro Content Analysis of English Textbook Entitled “Mosaic One Listening and Speaking (Student’s Book)” in the Light of Communicative Competence | PDF",1792067917,18]