Eng 13 Report

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    We are looking for in a

    general course is material which presents different

    aspects of language assystematically as possible,

    having regard to the need topresent new language items

    to the learner .

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    The course should be ascomprehensive as

    possible, including theteaching pronunciation

    as well as the teaching ofgrammar and vocabulary.

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    Some attention should also be

    given to linking sentences toform discourse and the

    learner should be preparedfor real-life language use,

    such as taking part inconversations and other

    interactions.

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    It is better for a coursebook to

    be too comprehensive thantoo insubstantial. A teacher

    can always omit to usematerial that is there. It is

    much more difficult to makegood what the coursebook has

    left out.

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    Grammar and Vocabulary Meaning

    Function

    Appropriateness

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    Different students havediffering needs, this chapteris descriptive and aims toestablish the nature of

    language contained incourse material.

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    What aspects of language

    system are taught? To whatextent is the material based

    upon or organized around theteaching of language form,

    language function, andpatterns of communicative

    interaction?

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    The term functionrefers to the process ofconveying the meaningthat somebody is notobliged to do something.

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    This meaning is clearthat this meaning isordinarily conveyed throughlanguage form (words andsounds organized accordingto the rule of the language.)

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    But it can also beconveyed by non-

    verbal means such as,a shrug of theshoulders or a shake of

    the head.

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    The language formsavailable to us in English

    to express this particularfunction are quitenumerous and include:

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    You dont have to...

    You dont have to act likea kid.

    You neednt...

    You neednt to come hereearly.

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    Its not obligatory for you to..

    Its not obligatory for youto do the job of others.

    Its not compulsory for you to

    Its not compulsory foryou to attend the meeting.

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    Theres no obligationto...

    Its up to you.

    Its up to you if youwant to listen.

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    Youre free to choose.

    Youre free tochoose what you want.

    Its completely voluntary.

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    We have to make aselection from the possibleforms which can be used toexpress a function. Withoutform there could be noverbal communication.

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    The crucial question iswhether language ispresented solely orpredominantly as form orwhether the function oflanguage items is also

    taught.

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    It is orthodox now in writingon language teaching tocontrast the structural approachto course design and thefunctional approach in terms ofhow the content is selected andorganized.

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    No one can produce afunctional course withoutalso teaching languageform, thats why we should

    teach both the structure andfunctions.

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    Not whether the material iswholly structural or whollyfunctional but how therelationship handled andput over to the learner.

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    When we use language,we do not use sentencesin isolation from each

    other.

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    In any piece of natural

    language, whether inconversation or a written text,

    sentence relate to each other intheir meanings and their

    functions; they do not simplyoccur as isolated bits of

    language.

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    There are rules andconventions for the linking ofsentences to form larger unitsof discourse, and we shouldexpect to find built into a

    course models and examples ofsentence linking.

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    In a course book for writing skillswe should expect guidance on notonly how to write sentences thatare grammatical but also onwriting paragraph and on writing

    longer passages of Englishcomposed of several paragraphs.

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    Language learning is anacquisition of the ability toparticipate in the dynamic andcreative process ofcommunication, and not just anacquisition of separate, isolatedunits of language.

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    Which aspects of languageform are taught:

    Phonology - theproduction of individualsounds, stress, rhythm andintonation

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    Gr amma r - mor phologyand syntax

    Vocabula r y - lexis

    Discou r se - sequence ofsentences

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    Any course material which aimed to teach

    the spoken language would teach thephonology or soundsystem in English.

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    We would not expose ourstudent to grammar in arandom and unsystematic way and simply expectthem to perceive theunderlying patterns and

    rules.

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    The answer probably liesin the immense difficulty

    of producing a course thatis well graded at several

    levels of languagesimultaneously.

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    Most coursebooksconcentrate heavily on

    the teaching ofgrammatical structure

    and on the whole do it well.

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    Why is grammarimportant?

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    It is immensely importantas it is the system of rules frothe formation of the correctsentences and it is essentialthat learners are able to bothunderstand and use the rulesof grammar.

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    Without grammar we cannotcreate language whichexpresses what we want tosay, thats why we must beable to use the rules ofgrammar.

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    V ocabulary incoursebooks

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    In some cases vocabularyitems are seen as isolatedunits to be slotted intogrammatical structuresand bearing norelationship to other

    vocabulary items.

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    Others, do their best toteach vocabulary as part

    of a structural system byidentifying and

    exploring relationshipbetween words.

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    The lexicon of English is

    structured in various ways,both formally and

    semantically, and it istherefore desirable that this

    structuring should beexploited for learning

    purposes.

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    Discourse asaspect of

    language form

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    This refers to the way in

    which sentences arelinked (but not joined) inorder to produce acomplete unit of language which forms a self-contained whole.

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    This whole may be anewspaper article, aletter, an

    advertisement or evena public notice.

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    What we are concerned about

    is whether or not thecoursebook teaches the

    students to understand andproduce whole units of

    language and if it indicatesany of the rules and

    conventions for doing so.

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    App ro p ri ateness the match in g o fla n guage t o its so c i alcont ex t an d fun c tion .

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    What explicit reference

    is there toappropriateness? Howsystematically is it taught?How fully andcomprehensively is ittaught?

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    One aspect of the task is non-linguistic and the

    other is linguistic, theyare closely connected

    that the language teachercannot afford to neglect.

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    Cultural gaps poseproblems to learners ofEnglish, particularly wherethe social, political or

    religious differences aregreat.

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    A better example is acase where a Chinesespeaker of English waslooking after an American

    professor on a lecture tourof China.

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    After the Americans first

    lecture the Chinese, usinga standard formula ofpoliteness in China, toldthe lecturer that he lookedtired and ask him to take arest.

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    The American interpreted

    this as a criticism of hisperformance and wassomewhat displeased. Ifthat happens, effectivecommunication has nottaken place.

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    A language-teachingcoursebook must teachthese important rules ofuse, how competently it

    does it, and howsystematically.

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    What kind of English istaught dialect (classgeographic), style (formal,neutral, internal)

    occupational register,medium (written, spoken)

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    There are manydialects of English,both geographical

    and class dialects.

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    The kind of Englishpresented in coursebooksis usually either middle-class educated SouthernBritish English or standardmiddle-class educated

    American English.

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    There seem to be very

    good reasons for teachingone of the dialectsmentioned above for thereason that they have the widest intelligibility in theEnglish- Speaking world.

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    Stylistic variation, thedifference between

    formal, neutral andinformal language is

    important.

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    Differences betweenspeech and writing arefundamental and afarreaching and need to be

    taken into account inmaterials evaluation.

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    What language skills are taught:

    receptive (written/reading,spoken/listening) productive(written/writing,Spoken/speaking) interrogationskills (note taking, dictation,

    reading aloud, participating inconversation) translation (into

    English/from English)

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    We may reasonably ask what language skills thematerial teaches. Here isthe conventional

    breakdown into receptiveand productive skills.

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    Most communicativeinteractions through

    language involve theuse of more than oneskill.

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    We should therefore ask not

    only what emphasis thematerial places on each of

    the four skills but also theextent to which it provides

    practice in integrating theskills in models of real

    communication.

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