teacherstudettextbox.pptx

8/10/2019 teacherstudettextbox.pptx

1/21


2/21

Presented By:

Ms Sudha Nayar

Ms Florence Dsouza


3/21

The study attempts to capture the utility of thetextbook in the context of our language learningsituation on Oman.

The paper assumes that the learner as an intelligententity, utilises the textbook as a complementarytool and is not a mere recipient of knowledge

It looks at the responses of a segment of studentsat the Foundation level of engineering atCaledonian college


4/21

Does the student utilise the textbook as acomplementary tool?

How does the student view the helpfulnessof the textbook as an aid to his studies?

Is there a need to acculturalize our

textbooks to help transfer of knowledgebetter?


5/21

Over the years, language teaching hasdeveloped from the

Traditional Approach through the

Classical Communicative LanguageTeaching and into the

Current Communicative Language Teaching


6/21

1. Language is facilitated by interaction and meaningful

communication

2. Students:

Take part in meaningful conversation

Expand their language base

Are facilitated in interpersonal exchange

3. Processing content for relevance and interest

4. Holistic Process

5. Discovery learning analytic and reflective learning

6. Creativity and trial and error

7. Learners find their methodologies

8. Strategizing learning

9. Teacher as a facilitator

10. Collaborative sharing


7/21

According to the ELT writers it is very easy forlearners to depend on teachers and becomepassive. According to their reasoning the teacherchooses the learning materials, designs the

activities, corrects and assesses their work sothey hold the teacher responsible for the learning.

Little John(Hutchinson & Torres,1994,p. 316)

claims that textbooks reduce the teachers role toone of managing or over seeing preplannedactivities.


8/21

Allwright suggests that there are two keypoints with regard to the role of textbooksin the language classroom.

1. Deficiency view

2. Difference view

According to Jane Crawford (2002), formany researches both the views challengeteachers professionalism and reduce themto classroom managers, technicians orimplementers of others ideas.


9/21

SHIFT OBSERVED CONTEXTUAL FOCUS

1. From teacher centered to learner-centered On the learners rather than the environmentfrom which they get input

2. Product oriented to process oriented On the process how language is acquired

3. Learning in isolation to holistic learning On connecting the classroom to the outsideworld

4. Preparing students for exam to learning asa lifelong process

On acquiring language outside the classroom

5. External views to internal views More on the views of students (Internalised)


10/21

Primary teaching material which givesstructure to content

Is a support mechanism

Text books help to standardize instruction


11/21

1. Provides structure and syllabus Language may not be authentic

2. Helps standardize instruction Distorts content

3. Maintains quality May not reflect students needs

4. Provides resource for teacher May deskill teachers

5. Saves teachers time May trigger class apathy.

6. Textbooks are visuallyappealing

Exam oriented students/visuallearners may concentrate only onthe textbook.


12/21

Changes made to suit the needs of the students

ultimately going on to Engineering stream

Materials are broadly based on topics dealt withinEngineering

All components are linked

Topics around the Arab world have been chosenas far as possible


13/21

EIGHTY NINE STUDENTS FROM FOUNDATIONLEVEL WERE SURVEYED

ALL EIGHTY NINE RESPONDED


14/21

32%

51%

14%

3%

How useful do you find the

text?

Very useful Useful Not sure Not useful

17%

58%

18%

7%

How often do you read the

text book?

Always Sometimes Rarely Never


15/21

52%

19%

27%

2%

How does the text help you?

Getting information

Preparing for exams

Understanding what the teacher says

58%

14%

28%

Which of these is the most

useful to you?

Textbook Lecture Powerpoint


16/21

78%

16%

6%

The teacher is necessary to

explain the text

Agree Not sure Disagree

78%

22%

I learn English better when the

textbooks are about

Omani/Arabic culture

Agree Disagree


17/21

81%

19%

I do additional studies by logging onto the

internet

Yes No


18/21

The ultimate aim of the communicative method is

that students become self sufficient. The teacher is

responsible for making learners independent.

It means letting students choose their own topicsand activities for homework; to the passionate.

It means students emancipation from the hands ofthe teacher and they become reflective.

To be self motivated, with initiative, clarity of ideasand planning for achieving ones goal.


19/21

We cannot do without textbooks-they give structure anduniformity

Teaching is personalized, so she/he must be creative andrespond to needs of students

Textbooks must be suitable to students and not be atloggerheads with culture

Contents must connect with further studies of students

The ultimate aim of a language course is to have self directed learners who use language course as a steppingstone to further progress


20/21

This paper strongly recommends the need toinitiate projects to localize and culturalise thelearning of English

Borrowing ideas from elsewhere may be good butthe roots of learning must be based in the localenvironment. This should help studentsassimilate easier.

THANK YOU


21/21

1. Richards Jack C. & Renandya Willy A(Ed.).(2005) Methodology in Teaching LanguageTeaching-An Anthology of Current Practice. Cambridge University Press.

2. Scrivener Jim (1994) Learning Teaching. Macmillan Publishers Limited.

3. Cunningsworth Alan(1995) Choosing your Coursebook Heinemann.

4. Lightbown Patsy M.& Spada Nina(2003) How Languages are Learnt. Oxford University Press.

5.Richards Jack C.(n.d.) The Language Teaching Matrix. Cambridge University Press.

6.Richards Jack C.[Online]Communicative Language TeachingToday.www.professorjackrichards.com //communicative-language-teaching-today-v2.pdf.[Accessed 7/12/09]

7.Hedge Tricia (2000) Teaching and Learning in the Language Classroom. Oxford UniversityPress.

8. Richards Jack C,& Rodgers Theodore S. (2005) Approaches and Methods in languageTeaching.Cambridge University Press.

teacherstudettextbox.pptx

Documents