Qualitative Pathology of English Language Teaching in Iranian schools

Since English is the language of science and lack of familiarity with it will lead to problems, learning this language is a necessity. Therefore, learning English has become a major concern among most Iranian families. Because students spend countless opportunities in English language classes, they do not reach a favorable level of ability. The present researcher aimed to evaluate the degree of success or failure of the ministery of education in teaching English languge to the students. Therefore, while the present resrarcher evaluated the English textbooks of high schools of this country, he, based on the grounded theory, invited 174 Iranian English language teachers to two semistructures interviews. MAXQDA was used for data analysis. The results showed that some factors as extreme Iranianization of English textbooks, the lack of follow-up evaluation on determined educational goals, delayed start of education, the lack of attention to the bilingualism phenomenon, the lack of English language teachers competencies, the allocation of little time to teach English in schools, the lack of richmess and sufficiency of in-service training courses are considered to be the main causes of the inefficiency of schools in teaching English language. The results of this study are very useful for English languguage teachers and in particular for English language planners and administrators.