英语教材分析与设计Lecture5researchissues课件

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Analyzing and Developing English Teaching Materials,Lecture 5: Research issues,on materials development,Analyzing and Developing Engli,Before we start,Have you heard or read about any conflicting ideas (controversies, debates) about developing ELT materials?,If yes, what is your stance?,Before we start Have you hear,Major controversies in the field of materials development in language teaching,Part 1,Major controversies in the fie,The part draws on “Materials development” (Chapter 9) by Brian Tomlinson, in,The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Ronald Carter and David Nunan, Cambridge University Press, 2001.,The part draws on “Materials d,1. Do learners need a coursebook?,Yes, because:,It is a convenient form of presenting materials,It achieves consistency and continuation,It gives students a sense of system, cohesion and progress,It helps learners revise,It helps teachers prepare for lessons,1. Do learners need a coursebo,No, because:,It is superficial and reductionist in its coverage of language points and in its provision of language experience,It cannot cater for the diverse needs,It imposes uniformity of syllabus and approach,It removes initiative and power from teacher (deskill teachers),No, because:,The debate about conscious learning vs. subconscious learning is reflected in materials development,Most language textbooks aim at explicit learning of language plus practice: explicit learning of discrete features of the language,2. Should materials be learning focused or acquisition focused?,The debate about conscious lea,Some materials aim at facilitating informal acquisition of communicative competence through activities such as story telling, discussions, projects, games, simulations and drama performance.,Some materials aim at facilita,Currently, most coursebooks still follow an approach of form-focused instruction, with communicative activities added.,Currently, most coursebooks st,3) Should texts be contrived or authentic?,Contrived texts CAN be used because:,Materials aiming at explicit learning usually contrive examples of the language which focus on the features being taught.,These examples usually are short, easy texts or dialogues. It is believed these examples help the learners by focusing on the target feature.,3) Should texts be contrived o,Authentic texts are better because:,Contrived texts over-protect the learners and do not prepare them for the reality of language use, whereas authentic texts can provide meaning exposure to language as it is usually used.,It has strong motivating effect on the learners.,Authentic texts are better bec,Other voices:,Widdowson: “pedagogic presentation of language necessarily involves methodological contrivance”.,Day and Bamford: “simplified reading texts also have the natural qualities of authenticity.,Rod Ellis: enriched input: input flooded with exemplars of the target structure.,Other voices:,In order to avoid giving offence, publishers and writers try to avoid taboo topics in materials writing, such as sex, drugs, alcohol, religion, violence, politics, history and pork, which could distress or embarrass the learners.,4. Should materials be censored?,In order to avoid giving offen,However some argue published materials are too bland. The world in the EFL coursebooks are “safe, clean, harmonious, benevolent, undisturbed”.,Provocative texts which stimulate an affective response are more likely to facilitate learning than neutral texts.,However some argue published m,Should materials:,be driven by theory or by practice,be driven by syllabus needs, learners needs or market needs,cater for learner expectations or try to change them some people claim the purpose of education is to change the learner,5. Other controversies,Should materials:5. Other cont,cater for teacher needs and wants as well as those of learners,aim for language development only or should also aim for personal and educational development,cater for teacher needs and wa,Part 2: T,rends in materials development,There is a similarity between new coursebooks from different publishers.,There is a return to a greater emphasis on language form and the centrality of grammar.,More books are making use of corpus data reflecting actual language use.,Part 2: Trends in materials de,There are activities that require investment by the learners in order for them to make discoveries.,There are more interactive learning packages which make use of different media to provide a richer experience of language learning.,There are activities that requ,Part 3: More Issues on materials development,(Tomlinson, B. “What do you think?” FOLIO, Autumn 1999),Issue 1,Should the grammar teaching points derive from the texts and activities or should they be planned in a pre-determined and progressive way?,Part 3: More Issues on materia,Option 1:,Select/design a text/activity/task.,Work on text/activity.,Work on grammar points embedded in texts or used in activity.,Option 1:,Example:,English for Vocational School,Assumption: Teaching the grammar that the students actually need by reference to data they have already experienced is more likely to succeed.,Possible problems?,Example: English for Vocationa,Option 2:,Decide on the basic grammar points that learners need to learn.,Design a complete and systematic framework of grammar points, in a sequence which logically builds from the simple to the complex.,Select/design texts/activities that cover the intended grammar points.,Option 2:,Assumption: Teachers and learners expect complete and systematic coverage of the basic grammar of English.,Example:,许国璋英语,;,New Concept English,Possible problems?,Assumption: Teachers and learn,Issue 2,Should we focus on providing grammar knowledge and/or grammar practice, or should we focus on helping the learners to develop grammar awareness?,Issue 2,Issue 2 Issue 2,Option 1,Explicit teaching of grammar, which is followed or accompanied by repeated grammar practice,Assumption: Practice makes perfect.,Possible problems?,Option 1,Option 2,Raise learners grammar awareness;,Students discover patterns of form and function for themselves.,Option 2,Assumptions: Grammar itself is not the ultimate goal; students learn best when their minds are active and they invest their own time, energy and attention in learning progress.,Possible problems?,Assumptions: Grammar itself is,Should the framework of materials designed in sequence of grammar or in sequence of functions and notions?,function 1,one grammatical form function 2,function 3,Issue 3,Should the framework of materi,grammatical form 1,one function grammatical form 2,grammatical form 3,英语教材分析与设计Lecture5researchissues课件,Form,Functions,Examples,General questions,enquiring information,Warning/criticizing,Are you from England?,Are you listening?,Option 1,FormFunctionsExamplesGeneral q,Functions,Forms,Examples,Asking for permission,general questions,statement,May I use your phone?,I need to make a call.,Option 2,FunctionsFormsExamplesAsking f,Option 3 (functional-notional grammar),Application targets,structures,Examples,Identifying belonging,relation,Possessive case,pronouns,Father,s handbag,my storybook,Option 3 (functional-notional,Should materials have tasks, activities or exercises?,Tasks,are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis, J. 1996:23).,Issue 4,Should materials have tasks, a,Tasks are goal-oriented. The emphasis is on understanding and conveying meanings or messages in order to complete the task successfully. All tasks should have an outcome, e.g. a summary report based on a survey.,Tasks are goal-oriented. The e,When doing or performing tasks, the learners are free to choose whatever language forms they wish to convey what they mean, in order to fulfil the task goals.,When doing or performing tasks,Activities,are not necessarily tasks: e.g. write four sentences describing the picture; work in pairs and find the differences in the two pictures.,Exercises,are often aimed at language form accuracy, especially written practice of grammar.,Activities are not necessarily,Assignment,1. Design a 20-minute lesson to teach one of the following grammar items:,(1) the past simple tense,(2) The subjunctive mood,(3) the relative clause,2. Explain your design to the class.,Assignment,