An Analysis of an Intensive English for Academic Purposes’ (IEAP) Textbook: A Case Study of Pannasastra University of Cambodia (PUC)

Abstract

In this study, the researcher uses document analysis to explore the contents of one textbook-New Interchange 1, which has been used in an intensive English for academic purposes (IEAP) programme at Pannasastra University of Cambodia in Siem Reap (PUC-SR). This analysis is aimed at exploring how communicative the textbook is in nature. To do this, the contents/texts in the textbook are analysed and grouped into 10 categories, namely: (1) ask and answer dialogue; (2) situational dialogue; (3) communicative dialogue; (4) information-gap activity; (5) opinion-sharing activity; (6) reasoning-gap activity; (7) learner autonomy; (8) focus on meaning; (9) thinking skill;and (10) focus on form. Results show that the textbook prioritises "information-gap activity" and "opinion-sharing activity" followed by "ask and answer dialogue" and "situational dialogue." In stark contrast, "learner autonomy"and "thinking skill" appear least frequently in this beginner textbook. However, the textbook is generally seen to be high-communicative in nature, because mixed tasks/activities are used throughout the textbook, so that students can be exposed to a wide range of communicative activities. Moreover, these tasks/activities are claimed to be communicative task types in the literature. Keywords: intensive English for academic purposes (IEAP), New Interchange, communicative language teaching (CLT) Introduction This study explores the existing document, that is, a textbook of one English programme called intensive English for academic purposes (IEAP) at a private university in Cambodia. This textbook is being analysed within a framework of one teaching methodology that reported in the literature review section-communicative language teaching (CLT). Through an analysis of the textbook, findings will indicate how each activity or lesson throughout the textbook aligns with existing principles of CLT, and how communicative the whole textbook is in nature if compared to some principles of CLT informed in the literature. Through the process of the analysis of the textbook-A Revising Curriculum, particularly teaching outline of the prescribed textbook, would be made with some suggested additional materials for effective communication in addition to those activities designed in the textbooks-if not any/enough. Moreover, the findings will suggest an evaluation for continuous professional development for teachers of IEAP in order to train/inform the contemporary CLT practices within the region and the world today.Bunhorn Doeur, M.A., lecturer, Faculty of Education, Pannasastra University of Cambodia (PUC).